Having teachers read aloud a reading-comprehension test to
students with disabilities and English-language learners offers a
boost in scores without altering what the test is trying to
measure, according to a study of about 2,000 California 4th and
8th graders who were given the National Assessment of Educational
Progress, or NAEP, in 2013. Professor Jamal Abedi is the lead
author of the research report.
Abedi, who also serves as an advisor on English-learners to the
Smarter Balanced Assessment Consortium, one of the two groups,
said the findings suggest that read-aloud accommodations on
reading-comprehension tests could be useful for students with
disabilities and for English-language learners, and feasible to
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