| he purpose of this study was to compare the scores of disabled readers who were administered the eighth-grade Georgia Criterion-Referenced Test (CRT) mathematics test using two different methods of administration. One method required that students read the test items silently and mark their answer sheets (silent-test administration). The second method presented the test items orally by means of a tape recorder, while the students read silently and marked their answer sheets (oral-test administration).;The 94 eighth-grade students involved in the study included those students at two junior high schools who qualified for both Chapter I mathematics and Chapter I reading classes. Since an additional variable, schools, may have been related to student achievement and interacted with the treatment groups, a two-way analysis of variance procedure was used for analyzing the data. The main effects of schools and groups were examined. A significant difference was found (p... |
