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Podcasts on Mobile Devices as a Read-Aloud Testing Accommodation in Middle School Science Assessment

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Abstract

The purpose of this study was to examine the effect of a digitized podcast to deliver read-aloud testing accommodations on mobile devices to students with disabilities and reading difficulties. The total sample for this study included 47 middle school students with reading difficulties. Of the 47 students, 16 were identified as students with disabilities who received special education services. Participants were randomly assigned to three experimental testing conditions, standard administration, teacher-controlled read-aloud in traditional group delivery format, and student-controlled read-aloud delivered as a podcast and accessed on a mobile device, and given sample end-of-year science assessments. Based on a factorial analysis of variances, with test conditions and student status as the fixed factors, both student groups demonstrated statistically significant gains based on their testing conditions. Results support the use of podcast delivery as a viable alternative to the traditional teacher-delivered read-aloud test accommodation. Conclusions are discussed in the context of universal design for learning testing accommodations for future research and practice.

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Authors and Affiliations

  1. Washington State University, Pullman, WA, USA

    Don McMahon & Richard Lamb

  2. University of Tennessee, Knoxville, TN, USA

    Rachel Wright

  3. Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN, USA

    David F. Cihak & Tara C. Moore

Authors
  1. Don McMahon
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  2. Rachel Wright
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  3. David F. Cihak
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  4. Tara C. Moore
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  5. Richard Lamb
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Correspondence to Don McMahon.

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McMahon, D., Wright, R., Cihak, D.F. et al. Podcasts on Mobile Devices as a Read-Aloud Testing Accommodation in Middle School Science Assessment. J Sci Educ Technol 25, 263–273 (2016). https://doi.org/10.1007/s10956-015-9591-3

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