“…Access is also an issue for native English speakers who are poor readers (Clements, 1980;Helwig et al, 1999;Newman, 1977) and those who have learning disabilities (Tindal, Heath, Hollenbeck, Almond, & Harniss, 1998). Research to date has tended to focus on broad grouplevel differences and on the effectiveness of various test modifications, including linguistic simplification and read-aloud options, for group members (Abedi, Lord, Hoffstetter, & Baker, 2000;Helwig et al, 1999;Homan, Hewitt, & Linder, 1994). What is needed now for the improvement of test development and administration and test score interpretation is a more finely grained analysis of the interaction between individual and item factors.…”