| The primary purpose of this study was to compare the effects of computer-based test accommodations to a non-computer-based test accommodation and to no accommodation on mathematics PA scores for secondary student with LD. Over the course of four weeks, each student (n = 81) was tested four times, each time under a different condition (a) standard administration (SA), (b) teacher read (TR), (c) CRT, and (d) CRT with video (CRTV). PAs and ordering of conditions were counterbalanced across classrooms. Students were given reading and math achievement pretests to check for comparability across counterbalancing groups and to divide students into reading ability groups. After each PA administration, a student questionnaire was administered to assess students' perceptions of the benefits associated with each testing condition.; Results suggest that providing a reader, either human or computer significantly increases math PA scores for secondary students with LD. However, no significant difference was seen among the TR, CRT, and CRTV conditions. Thus, it appears that the accommodation of a teacher reading and rereading, a computer reading and rereading, or a computer reading and rereading plus a video representation of the problem situation increased math PA scores comparably for secondary students with LD. |
