Isabella Carter
Read-aloud accommodations are a contentious topic in education, with critics arguing that they may violate special education law or hinder the development of foundational reading skills. Read-aloud accommodations involve the oral presentation of written test material, allowing students with disabilities to access learning opportunities and demonstrate knowledge during testing. While some studies suggest that read-aloud accommodations benefit students with learning disabilities, visual impairments, or deafness, others find little effect on student performance. The decision to permit read-aloud accommodations varies across testing consortia, with some restricting its use to higher grades. Ultimately, the goal is to strike a balance between providing equal access to students with disabilities and ensuring the validity of language assessments.
| Characteristics | Values |
|---|---|
| Definition | An alteration to the standard test conditions that neutralizes extraneous sources of difficulty resulting from an interaction between standard administration and a student's disability while preserving the measurement goals of the test |
| Who should benefit from an accommodation? | Students with a reading disability |
| Who decides? | A team of educators, with student and parent input |
| Who administers the accommodation? | A proctor or human reader |
| Effect on student performance | Mixed findings, some studies show a positive effect on student performance while others show little to no effect |
| States' accessibility policies | Universal features, designated features, and accommodations |
| Test validity | May be invalidated for accountability purposes |
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What You'll Learn
Benefits of read-aloud accommodation for students with disabilities
Read-aloud accommodation is an oral test accommodation where written materials are presented orally while a student listens. This can include test directions, questions, answer choices, and passages. This form of accommodation is often combined with other accommodations such as extended time and small group settings.
The use of read-aloud accommodation has shown to benefit some elementary and secondary students with disabilities, including learning disabilities, dyslexia, visual impairments, and deaf/hard-of-hearing students. These benefits are particularly evident for students whose disabilities impact their skills in decoding text, language processing, or accessing text across different academic content assessments.
For example, students with dyslexia or visual impairments, including blindness, may find it challenging to read and interpret written text accurately. By providing read-aloud accommodation, these students can access the same information as their peers without their disability impeding their understanding. Similarly, students who are deaf or hard of hearing can receive information through read-aloud accommodation, ensuring they are not excluded or disadvantaged due to their hearing difficulties.
However, the effectiveness of read-aloud accommodation has shown mixed results. Some studies have found that it had little or no effect on the performance of students with disabilities. There is a need for further research to understand the specific characteristics of students who benefit most from this accommodation and the standardized implementation of this practice.
The use of read-aloud accommodation is also a contentious topic. Critics argue that it could be setting districts up for violations of special education law or creating a crutch that hinders the development of reading skills. On the other hand, prohibiting its use entirely can disadvantage students with disabilities who may struggle with traditional reading assessments. Finding a balance between these opposing views is challenging and has resulted in varying policies and accommodations across different states and testing consortia.
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Read-aloud accommodation implementation and research findings
The use of read-aloud accommodations has been a contentious topic in education, with critics arguing that it could set districts up for violations of special education law or leave students unable to read. Despite the controversy, the National Center for Educational Outcomes has found that allowing text passages to be read aloud to students with certain disabilities is not rare, and several states currently permit this practice.
Research on the implementation and effectiveness of read-aloud accommodations has yielded mixed findings. Some studies have shown a positive effect on student performance, particularly for students with disabilities. For example, eighth-grade students with disabilities reported that the human read-aloud accommodation reduced their stress and believed it increased their scores on a math assessment. Additionally, studies by Fletcher et al. (2006, 2009) and Randall & Engelhard (2010) found a positive impact on student performance.
However, other studies have found no significant difference in scores between students with and without disabilities who received the read-aloud accommodation. For instance, Fincher (2013) and McCormack (2019) found no differences in performance between groups, and McCormack's study showed that few students were proficient even with the accommodation. Similarly, a meta-analysis by Buzick & Stone (2014) and Li (2014) found no significant effect of text presentation mode on comprehension, suggesting that read-aloud accommodations may not have a substantial impact on test scores.
While the effectiveness of read-aloud accommodations is still debated, some research suggests that this accommodation may be preferred by students and educators over technology-based alternatives. However, the preference for human read-aloud accommodations may be due to a lack of access to or familiarity with technology-based alternatives. Overall, the research highlights the need for professional development and guidance for educators to make informed decisions about the selection and implementation of read-aloud accommodations.
In conclusion, the implementation of read-aloud accommodations is a complex issue that requires further research to understand its effectiveness and impact on student learning. While some studies suggest positive effects, particularly for students with disabilities, others find no significant difference in performance. The varying preferences and perceptions of students and educators also highlight the need for individualized approaches and informed decision-making in the use of read-aloud accommodations.
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Criticisms of read-aloud accommodation
Read-aloud accommodation is a contentious topic, with critics on both sides expressing concerns about its implementation and effectiveness. Here are some of the criticisms and concerns that have been raised:
Inconsistent Effectiveness:
Research findings on the effectiveness of read-aloud accommodations are mixed. While some studies have found that read-aloud accommodations can be beneficial, particularly for students with certain disabilities, others have shown that it has little to no effect on student performance. For example, Taylor (2017) found that students with disabilities who received read-aloud accommodations did not perform better than those without accommodations in ELA and mathematics assessments.
Violation of Special Education Law:
Critics argue that the decisions made by testing consortia regarding read-aloud accommodations could potentially set districts up for violations of special education law. They suggest that allowing or prohibiting read-aloud accommodations in certain situations may conflict with legal requirements for accommodating students with disabilities.
Creating a Crutch:
Some critics worry that relying on read-aloud accommodations could hinder the development of reading skills. They argue that if read-aloud accommodations are overused or misused, students may become dependent on them, ultimately affecting their ability to read independently. This concern highlights the delicate balance between providing necessary accommodations and ensuring that students develop fundamental skills.
Invalidation of Language Constructs:
The Smarter Balanced Assessment Consortium's decision to opt against read-aloud accommodations for students in grades 3-5 was based on the rationale that it would invalidate the measurement of language constructs. They suggested that reading aloud in lower grades might skew the assessment of students' language abilities, as it introduces an external factor that could influence their performance.
Cheating and Unfair Advantage:
Critics like Richard Allington, a professor of education, have strongly opined that read-aloud accommodations amount to "cheating." They argue that accommodations might give students an unfair advantage, especially if states or districts exploit the policy to boost their scores. This criticism highlights the concern about maintaining standardized assessment conditions and ensuring a level playing field for all students.
The criticisms of read-aloud accommodation reflect the complexities and challenges of balancing the needs of students with disabilities and maintaining the integrity of assessments. While accommodations aim to support students, the potential consequences and implications are carefully evaluated to ensure fairness and compliance with legal requirements.
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Consortia decisions on read-aloud accommodation
On the other hand, the Partnership for Assessment of Readiness for College and Careers took a different approach. They permitted text passages to be read to students but included a notation on score reports stating that no claims could be made about the student's foundational reading skills. This decision attempted to balance the opposing views on read-aloud accommodations, but it still left some critics unsatisfied.
The decisions of testing consortia have important implications and can significantly impact student performance and compliance with special education laws. Some studies have shown that read-aloud accommodations can benefit students with disabilities, including learning disabilities, dyslexia, visual impairments, and hearing impairments. These accommodations facilitate their access to learning opportunities and allow them to demonstrate their knowledge during testing.
However, other studies have found that read-aloud accommodations had little to no effect on student performance. For instance, Taylor (2017) found that students with disabilities who received the read-aloud accommodation did not perform better than those who did not on ELA and mathematics assessments.
The consortia's decisions on read-aloud accommodations are complex and multifaceted. While aiming to balance different philosophies and legal requirements, they also consider the potential impact on student performance and the limited empirical evidence available.
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Read-aloud accommodation during instruction
The "read-aloud accommodation" is a contentious topic in education. This accommodation is an oral test accommodation where written materials are presented orally to students. The test administrator may read the test directions, questions, and answer choices, and sometimes passages.
The use of this accommodation is particularly prevalent among students with disabilities. Research has shown that read-aloud accommodation may benefit elementary or secondary students with disabilities, including learning disabilities, dyslexia, visual impairments, and deafness or hardness of hearing. These disabilities can impact their skills in decoding text, language processing, or accessing text across different academic content assessments.
However, the empirical support for this accommodation has been mixed. Some studies have found that the accommodation was useful, while others found that it had little to no effect on student performance. For example, a study by Taylor (2017) found that students with disabilities who received the read-aloud accommodation did not perform better than other students with disabilities who did not receive the accommodation on ELA and mathematics assessments.
The decision to use read-aloud accommodation can be difficult, as it attempts to balance two opposing philosophies: those who wish to leave the use of read-aloud accommodations to a school-based team and those who want to prohibit its use entirely. Critics on either side argue that the use of read-aloud accommodation could set districts up for violations of special education law or leave a group of students unable to read because the accommodation was used as a crutch.
Despite the mixed findings and criticisms, the read-aloud accommodation is still frequently provided to students with high-incidence disabilities to facilitate their access to learning opportunities during instruction and to allow them to demonstrate knowledge and skills during testing.
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Frequently asked questions
A read-aloud accommodation is an alteration to the standard test conditions that neutralizes extraneous sources of difficulty resulting from an interaction between standard administration and a student's disability while preserving the measurement goals of the test.
Accommodations are generally available to students with documented disabilities on an individualized education program (IEP) or 504 accommodations plan. Some states also offer accommodations to English learners.
A read-aloud accommodation can be a useful tool for students with disabilities to demonstrate their knowledge. Research has shown that students with dyslexia or reading difficulties tend to demonstrate increased scores when provided with a human read-aloud of items and answer choices.
There is ongoing debate about the effectiveness and validity of read-aloud accommodations. Some critics argue that it could be setting districts up for violations of special education law, or ultimately leave students unable to read. There have been mixed findings across studies, with some showing a positive effect on student performance and others showing no difference.
