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Enhancing Accessibility for Students With Decoding Difficulties on Large-Scale Reading Assessments.

Allison Gruner Gandhi1, Burhan Ogut2, Laura Stein1

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Summary

Read-aloud accommodations significantly improve standardized reading comprehension for students with decoding difficulties. These effects are more pronounced than for average readers, highlighting the benefit of auditory support.

Keywords:
accommodationsassessmentdecodingreading

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Area of Science:

  • Educational Psychology
  • Special Education

Background:

  • Students with decoding difficulties often struggle with standardized reading comprehension assessments.
  • Accommodations are crucial for ensuring equitable assessment for diverse learners.

Purpose of the Study:

  • To investigate the effectiveness of various read-aloud accommodations for students with decoding difficulties on reading comprehension tests.
  • To compare the impact of these accommodations between students with and without decoding difficulties.

Main Methods:

  • Utilized a sample of 207 fourth-grade students, including those with and without decoding difficulties.
  • Employed 3-level hierarchical linear modeling to analyze accommodation effects.
  • Evaluated three read-aloud conditions: partial (stems/options), enhanced partial (stems/options/proper nouns), and full read-aloud.

Main Results:

  • All three read-aloud accommodations yielded significant positive effects for students with decoding difficulties compared to no accommodation.
  • The positive effects for students with decoding difficulties were substantially larger than for average readers (effect sizes: 0.49, 0.55, 0.50).
  • Excluding students without individualized education programs from the decoding difficulties group further amplified the observed effect sizes.

Conclusions:

  • Read-aloud accommodations are effective in enhancing reading comprehension assessment performance for students with decoding challenges.
  • The magnitude of benefit from read-aloud accommodations is significantly greater for students with decoding difficulties than for their peers.
  • These findings support the use of tailored read-aloud accommodations to improve assessment validity for students requiring specialized support.