Open AccessEXAMINING THE IMPACT OF AUDIO PRESENTATION ON TESTS OF READING COMPREHENSION
Author(s) -
Laitusis Cara Cahalan,
Cook Linda L.,
Cline Frederick,
King Teresa C.,
Sabatini John
Publication year - 2008
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/j.2333-8504.2008.tb02109.x
Subject(s) - fluency , reading comprehension , psychology , reading (process) , test (biology) , comprehension , reading aloud , reading disability , mathematics education , computer science , dyslexia , linguistics , paleontology , philosophy , biology , programming language
This study examined the impact of a read‐aloud accommodation on standardized test scores of reading comprehension at Grades 4 and 8. Under a repeated measures design, students with and without reading‐based learning disabilities took both a standard administration and a read‐aloud administration of a reading comprehension test. Results show that the mean score on the audio version was higher than scores on the standard version for both groups of students at both grade levels. Students with reading‐based learning disabilities at both levels benefited differentially more than students with no disability. This finding continues to hold after controlling for reading fluency and ceiling effects at both grades. The results also examined the relationship between test scores and teachers' ratings of reading comprehension to determine which measures are the best predictors of teachers' ratings of reading comprehension by grade and disability classification.