Understanding Student Experiences With Read-Aloud Accommodations in Large-Scale Reading Assessments

• In Event: Inclusion and Accommodation in Educational Assessment SIG Paper Session

Abstract

Presenters will share results from a study that used a cognitive laboratory approach to (a) explore how students with word-reading disabilities use read-aloud accommodations on large-scale reading assessments; (b) examine whether the helpfulness of such accommodations varies by severity of disability; and (c) identify additional impacts from the students’ perspective. The accommodations tested included reading aloud questions and answer options, reading aloud proper nouns, and full read-aloud.

Authors

• Allison Gruner Gandhi, American Institutes for Research

• Laura Stein, American Institutes for Research

• Robin Bzura, American Institutes for Research