Test Accommodations for Students With Disabilities: An Analysis of the Interaction Hypothesis

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How researchers see this paper

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Educational Accommodations for Students With Behavioral Challenges (2013, methodology): “Studies on the use of testing accommodations (see reviews by Cormier, Altman, Shyyan, & Thurlow, 2010; Sireci et al., 2005; Tindal & Fuchs, 2000) include students with any disability and thus do not inform us about the effectiveness of accommodations specifically for students with EBDs or ADHD.”
Developing a New Paradigm for Conducting Research on Accommodations in Mathematics Testing (2007, background): “The read-aloud accommodation is a verbatim oral presentation of test items and has been demonstrated to improve the validity of score-based interpretations for students with disabilities on mathematics tests (Sireci et al., 2005).”
Effects of an Oral Testing Accommodation on the Mathematics Performance of Secondary Students With and Without Learning Disabilities (2007, methodology): “This study implemented several recommendations in the literature (see Helwig & Tindal, 2003; Sireci et al., 2005).”
Linguistic simplification of mathematics items: effects for language minority students in Germany (2015, background): “Based on the differential boost and interaction hypotheses (Fuchs et al. 2000; Koenig and Bachman 2004; Sireci et al. 2005), we expect the linguistically simplified items to be easier than the original items and we predict this effect to be more pronounced for second-language learners than for nativ”