A report describing a study of the read-aloud accommodation, which is frequently used on mathematics assessments. However, Individualized Education Program (IEP) teams often find it difficult to make appropriate decisions about this accommodation. NCEO and the South Dakota Department of Education examined how students performed on a math test with the read-aloud accommodation compared to how they performed without it. The study also explored students' perceptions of how the accommodation worked. Results from the study, found in this report, can help inform local and state level policies and procedures.
The Center is supported through Cooperative Agreements
(#H326G110002) with the Research to Practice Division, Office of
Special Education Programs, U.S. Department of Education. The Center
is affiliated with the Institute on Community Integration at the College
of Education and Human Development, University of Minnesota.
This report was funded with partial support from the Multi-state GSEG
Toward a Defensible AA-MAS. This project is supported by General
Supervision Enhancement Grants (#H373X070021) from the Research
to Practice Division, Office of Special Education Programs, U.S. Department
of Education. Opinions expressed herein do not necessarily
reflect those of the U.S. Department of Education or Offices within it.
Dillon, Tara; Halpin, Diane; Rieke, Rebekah; Thurlow, Martha; Lazarus, Sheryl.
Using Cognitive Labs to Evaluate Student Experiences with the Read-Aloud Accommodation in Math (NCEO Technical Report).
University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO).
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