This meta-analysis investigates the effect of read aloud test accommodations on reading scores in school-age children, grades K to 12, with or without disabilities.
Not stated
1998-2013
Repeated-measures designs (i.e., single- or independent-groups pre- post-test designs); independent-groups post-test only desing with random assignment
19
The read aloud test accommodation was beneficial for students with disabilities. Test scores increased an average of .56 standard deviations with use of accommodation on reading assessments. Smaller improvements were noted on mathematical assessments (average increase of .13). Further research is warranted to determine the efficacy of read aloud strategies during testing, as well as other test accommodations for children with disabilities.
