Examining Differential Boost from Read Aloud on a Test of Reading Comprehension at Grades 4 and 8 Cara Cahalan-Laitusis Linda Cook Fred Cline Teresa King.
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Examining Differential Boost from Read Aloud on a Test of Reading Comprehension at Grades 4 and 8
Cara Cahalan-LaitusisLinda CookFred ClineTeresa King
Accommodation vs. Modification
• States are not in agreement on read aloud on reading tests
• Many students use read aloud even when “not allowed” by the state– In California nearly 4,000 fourth graders took
the STAR English Language Arts assessment in 2004 with the test read aloud
• Schools are torn between complying with state policy to not allow read aloud and federal regulations to allow all accommodations used in the classroom
Differential Boost
Example of Differential Boost
0
LD Non-LD
Avera
ge T
est S
core
Standard
Audio
Prior Research
• No Differential Boost– Kosciokek & Ysseldyke (2000). Small sample size
(n=31)– Meloy, Deville, and Frisbie (2002) – Between
subjects design (n=260, 76% non-disabled, random assigned to audio or standard)
– McKevitt & Elliott (2003) Small sample size (n=39)
• Differential Boost– Crawford and Tindal (2004) (n=338, 78% non-
disabled)– Fletcher, et. al (2006) Between subjects design
(random assigned to audio or standard) and sample included 91 Dyslexic (poor decoder) and 91 average decoders
Differential Boost Design
Session 1 Session 2
Group N* Booklet Accommodation Booklet Accommodation
1 350 A Standard B Audio
2 350 A Audio B Standard
3 350 B Audio A Standard
4 350 B Standard A Audio
Total 1400
Data Collected
• 2 Reading Comprehension Tests– Extra Time– Extra Time with Read Aloud via CD
• 2 Fluency Measures• 2 Decoding Measures (4th grade only)• Student Survey• Teacher Survey
Sample
• 1170 4th Graders– 522 Students with RLD– 648 Students without a disability
• 855 8th Graders– 394 Students with RLD– 461 Students without a disability
Mean Scale Score and Boost
RLD Non-LD
Grade 4 Standard 457 497
Audio 477 502
Boost 20 5
Grade 8 Standard 511 552
Audio 521 554
Boost 10 2
300
350
400
450
500
550
600
RLDGrade 4
Not LDGrade 4
RLDGrade 8
Not LDGrade 8
Standard
Audio
Teacher Prediction
Student Prediction
Preliminary Findings
• Differential Boost at both 4th and 8th grades (i.e., students with LD had significantly greater score gains from read aloud than non-LD students)
• Differential Boost (at both grades) even after controlling for Reading Fluency
Additional Analyses Planned
• Examine if controlling for decoding and fluency result in differential boost
• Differential Item Functioning between groups
• Examine which variables (decoding, fluency, teacher ratings, student ratings) best predict boost from audio
Additional Analyses Planned
• Predictive Validity of test scores – Compute regression equation for non-
RLD standard score to other measure of RC (e.g., teacher ratings, state test scores, and/or fluency measure
– Examine over/under estimations of non-LD audio, RLD audio, and RLD standard
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