Effects and Perceived Consequences of Using Read-Aloud and Teacher-Recommended Testing Accommodations on a Reading Achievement Test

Abstract

This investigation examined the effects and consequences of using testing accommodations, including reading aloud test content, with a group of eighth-grade students (N = 79) on a standardized reading test. Research questions pertaining to the effects of accommodations on reading test scores and consequences of testing on teacher and student attitudes were addressed using a repeated measures experimental design and postassessment questionnaires. Results demonstrated that individualized packages of accommodations with or without a read-aloud accommodation had minimal benefit for groups of students with and without disabilities and did not differentially benefit one group of students over another. Accommodations did, however, positively affect many individuals' test scores within groups of students with and without disabilities. Furthermore, teachers and students expressed mixed feelings about accommodations and testing in general. Overall, this study added evidence to support the popular view that reading aloud a reading test may have an invalidating effect on test scores. Implications of these findings on testing accommodation practices and future research are discussed, with particular attention to validity issues when using a read-aloud accommodation.