Running Head: SELECTING READ ALOUD ACCOMMODATIONS

Selecting Data Driven Read Aloud Accommodations Commented [Office1]: Should this be hyphenated?

Stacie P. Brady Commented [Office2]: Very good! There will be a few

more drafts before it’s perfect. Strengthen the lit review. The
RQs and methods are sound
George Mason University Ethical consideration and limitation
SELECTING READ ALOUD ACCOMMODATIONS 2

Abstract Commented [Office3]: This reads more as a summary

rather than an academic abstract. Structure the abstract as the
paper is structured. Lit review, then methods
This paper is a research proposal that examines the use of a computer based, formative read

aloud accommodation screener, Universal Protocol for Reading Accommodations (uPAR). Data

obtained from the uPAR will be analyzed using two t tests. uPAR results provide teachers with

information regarding a student’s level of reading comprehension while using read aloud

supports. This data can be used to assist in making informed, data-driven decisions when

identifying the read aloud accommodation on the student’s IEP. The study will include a total of

40 Virginia middle and high school students with reading disabilities that participated in this pre

and post control group design study. A literature review indicated that there is limited empirical

information regarding the identification of the appropriate reading accommodations. The

purpose of this study is to identify the type of read aloud accommodation that will yield the

highest level of reading comprehension. During this research study, participants will use Don

Johnston’s uPAR to identify which read aloud accommodation, adult reader or text reader, yields

a higher supported reading comprehension score. This researcher hypothesizes that the text

reader accommodation will yield greater reading comprehension scores. Commented [Office4]: Most abstracts are required to be
120 - 150 words
SELECTING READ ALOUD ACCOMMODATIONS 3

Selecting Data Driven Read Aloud Accommodations

Learning to read is a complex task that involves decoding, fluency, vocabulary, relating

content to prior knowledge, applying comprehension strategies and monitoring understanding.

(Vaughn & Edmonds, 2006). If a breakdown occurs within one of the interdependent areas,

comprehension of the written text is compromised. During the upper elementary school years,

the instructional framework shifts from learning to read to reading to learn therefore, it is critical

for students to develop the skills needed to comprehend text in order to gain knowledge of

educational content (Edyburn, 2004). “Reading is the foundation of learning, and the ultimate

goal of reading is comprehension” (Meyer & Bouck, 2014, p.?). Commented [Office5]: Once you’ve included a direct
quote, you are required to include the page number
Educators recognize the necessity for improving reading comprehension in students with Commented [Office6]: No seeing the transition from the
previous paragraph
reading disabilities (Gonzalez, 2014). They use a variety of interventions and accommodations

to remediate reading skills and develop successful public-school graduates, who pursue post-

secondary education. Despite remedial efforts, students are continuing to graduate from high

school unable to read proficiently. Students with disabilities may benefit from the use of

accommodations to decrease reading challenges that impede academic success (Gonzalez, 2014).

Accommodations are defined as a change in the way that materials are presented, a way a student

responds, classroom (?) setting, timing, and scheduling (Elliott & Thurlow, 2006). The read-

aloud refers to a frequently used literacy accommodation. Read-aloud includes a variety of Commented [Office7]: Another transitional concern. New
concept in the middle of the paragraph without transition
methods of having grade level materials read to the student by someone or the use of text-to-

speech through the use of a computer (Thurlow, Lazarus, & Hodgson, 2012).

Read-aloud accommodations/activities (?) provides access to the content presented in the

classroom, as well as, allows students to demonstrate their true knowledge and skill with

decoding support (Sireci, Scarpati, & Li, 2005). Read aloud is defined and interpreted in
SELECTING READ ALOUD ACCOMMODATIONS 4

numerous ways throughout educational journals. Examples include speech synthesis tool, human Commented [Office8]: Provide some cited examples here

narrated, eText, and listening while reading (LWR). This proposal will focus on two types of the

read aloud accommodation: adult reader and computer-based text reader (CBTR).

Adult reader

An adult reader, human narrator, or pre-recorded human audio is used in classrooms and

during assessments to support readers who struggle with decoding. A literature review reveals Commented [Office9]: By whom?

that there is a spectrum of how adult readers provide support in the classroom. Adult readers

orally read aloud instructions aloud, test item stems and answers, or an entire passage (Thurlow,

Lazarus, & Hodgson, 2012). Randall and Englehart (2010) examined the effects of an adult Commented [Office10]: What about the sample of this
study? Mention it to help the reader understand where you
are going with your sample selection/justification
reader as a read aloud accommodation on student’s scores on the Georgia Criterion Referenced

Test (GCRT). This study defined adult reader, as the use of an adult reading the entire test to

students, including reading passages and questions. Randall and Englehart (2010) found that the

use of an adult reader in this study was significant. All participants with reading disabilities in Commented [Office11]: Was this statistical or practical
(effect size) significance?
grades third through sixth had an increase in test scores. In this research proposal, adult reader

accommodation is defined as the use of an adult’s prerecorded grade level reading passages. Commented [Office12]: Only one study speaks of the
relationship between reading and adult reader? Consider
including a few more for a larger review
Text Reader

The use of a text reader is a common feature on computerized assistive

technology literacy tools. Text reader or the bimodal presentation of written text, can be defined

as presenting written material in both oral and visual modes simultaneously. The bimodal

presentation of material using a computer, tablet, or smartphone is used broadly throughout the

literature. Text reader is defined in numerous ways throughout educational research journals. Commented [Office13]: Specify the literature to your
population of interest
Examples include speech synthesis tool, eText, and listening while reading (LWR) and text-to- Commented [Office14]: You defined it a couple sentences
previously. Why use that definition?

speech (TTS). In this research proposal, text reader is defined as the use of computer-generated
SELECTING READ ALOUD ACCOMMODATIONS 5

speech in voices resembling human speech. The computer-generated speech accommodation for Commented [Office15]: Why did you decide to go with this
definition? Provide some citation to suggest why it is
preferred
students with reading disabilities is increasing in use within the public schools. The CBTR

assists the student with decoding and word recognition. CBTR contains features such as

simultaneous highlighting of the word or phrase as it is spoken, as well as, allowing the user to

control the speech rate, voice preference, and volume. The user can independently replay the

passage multiple times. CBTR is important at the secondary level of education to provide access

to textbooks for students that struggle with reading. In 2011, Schmitt, Hale, McCallum, and

Mauck’s (yr?) research found that CBTR supports improving oral fluency, but research has been

less focused on the use of CBTR with reading comprehension. Commented [Office16]: Tell us a little more about this
study

Challenges in Making Accommodation Decisions

Within the public-school system, the Individualized Education Plan (IEP) team or Multi-

Disciplinary Team (MDT) is responsible for creating original IEPs to meet the educational needs

of students with disabilities. A portion of the IEP addresses accommodations that will be used in

the classroom and during testing environments. These teams of experts are challenged to

identify the appropriate accommodations that are needed by a student with learning disabilities.

In 2005, Fuchs, Fuchs, and Capizzi identified several hurdles that may impede educators’ ability

to identify valid accommodations. One barrier is the use of subjective judgement when making

accommodation decisions. Subjective accommodation choices often lead to overaccommodating

the student, therefore, hindering the students testing abilities (Fuchs, Fuchs, & Capizzi, 2005).

Evidence-based data regarding accommodations is needed prior to making decisions about IEP

reading accommodations. A second impediment that may affect an educator’s decisions is the

lack of research to guide decisions (Fuchs, Fuchs, & Capizzi, 2005). Making decisions regarding

individualized, valid accommodations preserve the validity of test scores for students with
SELECTING READ ALOUD ACCOMMODATIONS 6

learning disabilities by measuring the same construct as an assessment in nondisabled individuals

(Fuchs & Fuchs 2001).
Because read-aloud is a frequently used accommodation, several studies were
identified that examined how read-aloud accommodations were identified and implemented.
Witmer, Schmitt, Clinton, and Mathes (2017) examined how accommodations were being
Commented [Office17]: For future reviews, the use of a
single (or two) citations per paragraph gives the impression
of limited literature search. Additionally, include some
methods info for these studies to show similarities to your
study.
Commented [Office18]: Be consistent with the use the
hyphen. I prefer it

provided. The researchers surveyed and interviewed special educators, as well as, students. A

sample of 78 special education teachers and 78 special education students were included.

Students and teachers indicated that accommodations should be used more frequently in the

classroom. The study also recommended that future studies address factors that account for

different views of when accommodations are needed. The study noted the need for more research

on universal design for learning to improve student’s access to the curriculum.

Fuchs, Fuchs, Eaton, Hamlet, Binkley, and Crouch (2000) interviewed 20 special

educator teachers in order to gain further knowledge on the accommodation decision making

process. Researchers used a standardized interview protocol. A qualitative analysis was used to

transcribe and comments were categorized into themes. Results indicated that teacher judgement

was the primary influence of accommodation decision making. Three of the 20 teachers reported

the use of data. Data included identifying the student’s performance level, examining past

assessments, and observational data. Overall, teacher’s interview comments lacked the use of

empirical data to determine accommodations to meet individual student’s needs.

Thurlow, Lazarus, and Hodgson (2012) researched involved analyzing data regarding current

practices on using read aloud accommodations. This qualitative research design consisted of

interviewing a focus group of 12 educators. This research study was completed in an attempt to

better understand the use of the read-aloud accommodation in practice, as well as, how decisions
SELECTING READ ALOUD ACCOMMODATIONS 7

are made about providing accommodations. Notable findings revealed by the focus group

discussions:

1. Educators from the focus group reported that it was challenging to make decisions, as

well as, inconsistencies are identified with the use of read-aloud across instruction and

assessment.

2. Educators noted that they had minimal awareness of appropriate selection procedures for

identifying accommodations.

3. Concerns were discussed regarding validity when using a human reader in means of word

pronunciation and inflection. Commented [Office19]: I would remove the bullet points
here.
The last three paragraphs looks great!
Based on the above discussion, the purpose of this study is to examine the effects of the

use of a formative screener, uPAR, to identify the read-aloud accommodation that yields the

greatest reading comprehension level in students with reading disabilities. It focuses on the

quantitative differences achieved in reading comprehension while using either the adult reader or

text reader support. Specifically, this study will answer the following research questions: Which

sample group, supported or unsupported, yields a higher reading comprehension level? Which Commented [Office20]: Supported is an alternative for
accommodations?
read aloud accommodation, adult reader or computer-generated text reader, yields a higher

reading comprehension level with students with disabilities? This researcher hypothesizes that

students will display an increase in reading comprehension using support accommodations in the

text reader presentation format.

Method

Participants

A rural school division in Virginia will be agreed upon to take part in this study. A

school division will be selected from a division that is participating with the Virginia Department
SELECTING READ ALOUD ACCOMMODATIONS 8

of Education (VDOE) technology initiative. This technology initiative is providing technology

and technical support to schools within qualifying divisions. A sample frame will be created that

includes middle and high school students with an IEP, a disability that affects reading, and read

aloud accommodation identified on their IEP. From the sample sampling frame of 150 students

with varying sex and ethnic backgrounds, systematic random sampling will be used to select 60

students following Institutional Review Board (IRB) approval. Students in the English

Language Learners program will be eliminated. Written, informed, parental consent and student Commented [Office21]: Eliminated before identifying the
sampling frame
assent will be obtained. The sample of students will be placed into two groups of 30 through

random assignment. Systematic random sampling and random assignment will be used to

control for potentially confounding extraneous variables as well as anonymity.

Measurement Instruments

In this proposed study, one instrument will be used to answer the research questions. The

first research question will be answered by using the uPAR grade level text passages with no

accommodations. The second research question will be answered in regard to the independent

and dependent variable. The independent variable is the read aloud accommodation, text reader

or adult reader. The dependent variable is the student’s supported reading comprehension level.

To operationalize these variables, the uPAR screener will be used to identify the students’

preferred mode of read-aloud support, text reader or adult reader, as well as reading

comprehension grade level. Don Johnston’s uPAR is a formative, computer-based screener that

can be used with struggling readers in grades kindergarten through twelfth. It is intended to

assist educators with making informed decisions about reading accommodations. Information

about Don Johnston’s uPAR can be found at http://donjohnston.com/portfolio-item/uPAR/. Commented [Office22]: Any reliability or validity evidence

Design
SELECTING READ ALOUD ACCOMMODATIONS 9

A pre and post control group design will be used to structure this experimental research

study. This strong experimental design will control threats to internal validity due to the

randomly assigned experimental and control group.

Procedures

teacher Teacher pre-training.

Two middle school special educators will administer the uPAR in the school’s computer

lab. The lab contains at least 30 computers; therefore, all participants can use the screener during

an administrative session once for the control group and once for the experimental group. The

administration of the screener will take place during the school day. The entire screening process

takes 20 to 30 minutes for each group. Prior to initiating the uPAR, teachers will create a uPAR

educator account and add student information including testing identification number, grade

level, and independent reading level. The researcher will lead a training meeting with the two

identified special education teachers prior to the date of uPAR administration. The training

instructions will follow the recommended Don Johnston uPAR prepared instructions for validity.

During the meeting, training will take place to familiarize teachers with the screener. Educators Commented [Office23]: To ensure fidelity of
implementation. This is very important for experimental
designs
will learn how to administer the uPAR as well as the instructions for reading the students’

individual reading comprehension data that will be obtained from the uPAR. Testing

administrators will be given an instructional script to read to participants prior to testing and the

day of testing to control for consistency. The script will contain the instructions for participants,

information regarding breaks, and completion of the uPAR.

student Student pre-training.

Prior to the date of uPAR administration, teachers will read a script familiarizing the participants

with the purpose of uPAR. The day of testing, students will be assigned a computer with
SELECTING READ ALOUD ACCOMMODATIONS 10

headphones and access to uPAR. Printed instructions will be placed beside the students’

computer with the assigned student testing number, log in information, and blank space left for

administrative notes. Teachers follow a script to introduce and initiate the uPAR screening.

Baseline

There are two baselines that are used for the uPAR screener. The special education

teacher provides the student’s independent reading level when creating an account for the

student. The student also begins the uPAR with a silent reading passage based on teacher

provided reading level information. Comprehension questions are presented and scored

accordingly. These baseline scores are used to determine a reading level to begin testing reading

comprehension using reading accommodations, both adult reader and text reader.

Intervention Commented [Office24]: Follow APA format to determine

where to insert this section
There are two stages of intervention to consider when using uPAR. To determine the

effectiveness of the adult read-aloud accommodation, uPAR reads a passage aloud with a

recorded adult voice at the student’s reading level. The student follows along on the computer.

Comprehension questions are presented and students can hear the questions and possible answers

read aloud. The second stage examines the effectiveness of using a simulated text reader. The

CBTR reads an equivalent passage at the student’s grade level. The student is given the

opportunity to increase or decrease the rate of text-to-speech. Comprehension questions are

presented, and students can hear the questions and possible answers read aloud. Student’s

continue this process until the supported independent and instructional reading level is reached.

This is determined by the correct number of comprehension questions the student achieved. The

passages continue to increase in grade level difficulty each cycle. The entire screening process

should take approximately 30 minutes.

SELECTING READ ALOUD ACCOMMODATIONS 11

Data Analysis

Data analysis will be divided into descriptive and inferential statistics. Descriptive

numerical data will be analyzed and arranged into an interpretable form. Numerical average,

percental ranks, frequency distribution and measures of central tendency will be displayed using

a graphical form. Central tendency will show measure mode, median, and mean. Measures of

variability will include range and frequency distribution. Using inferential data analysis,

hypothesis testing will be completed using two independent samples t tests. One t test will be

used to compare and contrast the differences between control group and intervention group. The

second t test will focus on the difference between the two read aloud accommodations: adult

reader and text reader.

SELECTING READ ALOUD ACCOMMODATIONS 12

References

Edyburn, D. (2004). Measuring assistive technology outcomes in reading. Journal of Special

Education Technology, 19(1), 60-64. Retrieved from https://search-

proquestcom.mutex.gmu.edu/docview/228406506?accountid=14541

Elliot, J. L. & Thurlow, M. L. (2006). Improving test performance of students with disabilities.

Thousand Oaks, CA: Corwin Press.

Fuchs, L. & Fuchs, D. (2001). Helping teachers formulate sound test accommodation decisions

for students with learning disabilities. Learning Disabilities Practice, 16(3), 174-181.

Fuchs, L., Fuchs, D., & Capizzi, A. (2005). Identifying appropriate test accommodations for

students with learning disabilities. Focus on Exceptional Children, 37(6), 1-8.

Fuchs, L., Fuchs, D., Eaton, S., Hamlett, C., Binkley, E., & Crouch, R., (2000). Using objective

data sources to enhance teacher judgements about test accommodations. Exceptional

Children, (67)1, 67-81.

Fuchs, L. & Fuchs, D. (2001). Helping teachers formulate sound test accommodation decisions

for students with learning disabilities. Learning Disabilities Practice 16(3), 174-181.

Fuchs, L., Fuchs, D., & Capizzi, A. (2005). Identifying appropriate test accommodations for

students with learning disabilities. Focus on Exceptional Children 37(6), 1-8.

Gonzalez, M. (2014). The effect of embedded text-to-speech and vocabulary ebook scaffolds on

the comprehension of students with reading disabilities. International Journal of Special

Education, 29(3), 111-125. Retrieved from https://eric.ed.gov/?id=EJ1045968

Meyer, N. K., & Bouck, E. C. (2014). The impact of text-to-speech on expository reading for

adolescents with ld. Journal of Special Education Technology, 29(1), 21-33.

SELECTING READ ALOUD ACCOMMODATIONS 13

Park, H., Takahashi, K., Roberts, K., & Delise, D. (2016). Effects of text-to-speech software use

on the reading proficiency of high school struggling readers. Assistive Technology29(3)

doi: 10.1080/10400435.2016.1171808

Schimitt, A., Hale, A., McCallum. E., & Mauck, B. (2011). Accommodating remedial readers in

the general education setting: Is listening while reading sufficient to improve factual and

inferential comprehension? Psychology in the Schools, 48(1), 37-45. Doidoi:

10.1002/pits.20540

Schmitt, A. J., Hale, McCallum, E., Mauck, B., Edmonds, M., Vaughn, S., Wexler, J.,

Reutebuch, C., Cable, A., Tackett, K., & Schnakenberg, J. (2009). A synthesis of

Reading interventions and effects on reading comprehension outcomes for older

struggling readers. Review of Educational Research, 79(1), 262-300.

Sireci, S. G., Scarpati, S. E., & Li, S. (2005). Test accommodations for students with disabilities:

An analysis of the interaction hypothesis. Review of Educational Research 74(4), 457-

490.

Thurlow, M. L., Lazarus, S.S., & Hodgson, J. R. (2012). Leading the way to appropriate

selection, implementation, and evaluation of the read-aloud accommodation. Journal of

Special Education Leadership 25(2). Commented [Office25]: Page number?

Witmer, S., Schmitt, H., Clinton, M., & Mathes, N. (2017). Accommodation Use use During

during Content content Area area Instruction instruction for students with reading

difficulties: Teacher and student perspectives. Reading & Writing Quarterly34(2), 174-

186. doi: 10.1080/10573569.2017.1382407