An Oral Versus a Standard Administration of a Large-Scale Mathematics Test

Helwig, Robert; Rozek-Tedesco, Marick A.; Tindal, Gerald

doi:10.1177/00224669020360010401

Cited by 28 publications

(29 citation statements)

References 12 publications

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“…Weston (2003) examined the effects of the read-aloud for elementary school students with and without LD on the math section of the National Assessment of Educational Progress. Helwig, Rozek-Tedesco, and Tindal (2002) investigated read-aloud via video in which words were simultaneously displayed on the monitor. Both groups of students significantly benefited from the read loud, but the gains for students with LD were much larger.…”

Section: Presentation Accommodationsmentioning

confidence: 99%

High-Stakes Test Accommodations

Lai

Berkeley

2012

Learning Disability Quarterly

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Because high stakes are now attached to standardized assessments of student progress, policy makers, administrators, practitioners, and parents must understand how to most effectively and accurately measure the performance of all students, including students with learning disabilities (LD). To accomplish this, test accommodations are provided on an individual basis that are intended to mediate the impact of a student's disability. The purpose of this article was to examine policy and guidelines related to accommodations among states and to review research related to the effectiveness of accommodations for students with LD. Findings showed that there continues to be large variability among states regarding allowed testing accommodations and that although there has been an increase in research conducted related to the effectiveness of accommodations for students with LD in the past decade, empirical evidence remains sparse and findings are often inconclusive. Implications are discussed.

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Section: Presentation Accommodationsmentioning

confidence: 99%

High-Stakes Test Accommodations

Lai

Berkeley

2012

Learning Disability Quarterly

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“…Some empirical evidence supports this supposition. For example, Helwig, Rozek-Tedesco, and Tindal (2002) found that higher skilled readers performed better on a standard administration of a mathematics test, rather than when items were read aloud to them. found similar results with certain students on a read-aloud accommodation of extended text passages.…”

Section: Importance Of Accommodation Decisionsmentioning

confidence: 99%

An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests

Helwig

Tindal

2003

Exceptional Children

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This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary analyses used pretest reading and mathematics achievement scores in an attempt to develop a profile of students who favored one or the other formats. The outcomes from accommodations did not necessarily match student profiles. Exceptional Children

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“…Helwig et al () and Helwig and Tindal () report means and standard deviations separately by form and order of administration (standard and accommodated). Groups were randomly assigned; therefore, we combined the means and pooled the standard deviations to compute single comparisons within grade levels.…”

mentioning

confidence: 99%

A Meta‐Analysis of Research on the Read Aloud Accommodation

Buzick

Stone

2014

Educational Measurement

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Read aloud is a testing accommodation that has been studied by many researchers, and its use on K‐12 assessments continues to be debated because of its potential to change the measured construct or unfairly increase test scores. This study is a summary of quantitative research on the read aloud accommodation. Previous studies contributed information to compute average effect sizes for students with disabilities, students without disabilities, and the difference between groups for reading and mathematics using a random effects meta‐analytic approach. Results suggest that (1) effect sizes are larger for reading than for math for both student groups, (2) the read aloud accommodation increases reading test scores for both groups, but more so for students with disabilities, and (3) mathematics scores gains due to the read aloud accommodation are small for both students with and without disabilities, on average. There was some evidence to suggest larger effects in elementary school relative to middle and high school and possible mode effects, but more studies are needed within levels of the moderator variables to conduct statistical tests.

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An Oral Versus a Standard Administration of a Large-Scale Mathematics Test

Cited by 28 publications

References 12 publications

High-Stakes Test Accommodations

High-Stakes Test Accommodations

An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests

A Meta‐Analysis of Research on the Read Aloud Accommodation

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