The need for this kind of research has also been highlighted in a recent overview of accessibility arrangements for English language proficiency arrangements by the Educational Testing Service ( Guzman-Orth, Laitusis, Thurlow, & Christensen, 2016). Furthermore, very few previous studies in the L2 field have investigated this issue. There is also conflicting evidence with regard to the usefulness of read-aloud assistance in representing students’ actual reading comprehension abilities in assessment contexts for students with LDs in the field of L1 research. The application of read-aloud assistance, however, is less frequent in standardized assessment contexts ( Bottsford-Miller et al., 2006) because of the effect that read-aloud may be argued to have on the construct being measured. Furthermore, parents and teachers often receive advice that they should read out loud for students with LDs to improve their comprehension of written texts. In classroom assessment contexts, read-aloud assistance is often employed by teachers to offer students an opportunity to display their general language comprehension abilities and enhance students’ involvement with reading texts ( Bottsford-Miller et al., 2006, p. Another frequent type of support offered to students with LDs is read-aloud assistance, in which students can listen to a text being read to them while simultaneously reading it ( Bottsford-Miller et al., 2006). One of the most commonly used special arrangements is extended time, which allows students either a longer period to complete the assessment tasks and/or offers them the opportunity to take the test with more frequent breaks ( Cortiella, 2005). Special arrangements “enable students to participate in state or district assessments in a way that assess abilities rather than disabilities” ( Lehr & Thurlow, 2003, p. In order to demonstrate the full range of their abilities in a test, test-takers with LDs should be entitled to request special arrangements in both classroom assessment contexts and in out of class standardized tests (see e.g., Bottsford-Miller, Thurlow, Stout, & Quenemoen, 2006). Damico, 1991 Jitendra & Rohena-Diaz, 1996 McNamara, 1998 Ortiz, García, Wheeler, & Maldonado-Colon, 1986 Tsagari & Spanoudis, 2013), and thus it is essential that neither the test design nor test implementation procedures unfairly disadvantage these students. In second language (L2) testing contexts we can observe an increasing number of individuals with LDs (e.g. It is paramount, therefore, that every care is taken to ensure valid and fair tests for every test-taker, including those who have learning difficulties (LDs). These tests exert considerable impact on test-takers because they can serve as gatekeepers to the route and type of subsequent instruction (see, e.g., Pizorn & Moe, 2012). The use of national tests and various types of commercial and international proficiency tests has become increasingly widespread (e.g. All subjects Allied Health Cardiology & Cardiovascular Medicine Dentistry Emergency Medicine & Critical Care Endocrinology & Metabolism Environmental Science General Medicine Geriatrics Infectious Diseases Medico-legal Neurology Nursing Nutrition Obstetrics & Gynecology Oncology Orthopaedics & Sports Medicine Otolaryngology Palliative Medicine & Chronic Care Pediatrics Pharmacology & Toxicology Psychiatry & Psychology Public Health Pulmonary & Respiratory Medicine Radiology Research Methods & Evaluation Rheumatology Surgery Tropical Medicine Veterinary Medicine Cell Biology Clinical Biochemistry Environmental Science Life Sciences Neuroscience Pharmacology & Toxicology Biomedical Engineering Engineering & Computing Environmental Engineering Materials Science Anthropology & Archaeology Communication & Media Studies Criminology & Criminal Justice Cultural Studies Economics & Development Education Environmental Studies Ethnic Studies Family Studies Gender Studies Geography Gerontology & Aging Group Studies History Information Science Interpersonal Violence Language & Linguistics Law Management & Organization Studies Marketing & Hospitality Music Peace Studies & Conflict Resolution Philosophy Politics & International Relations Psychoanalysis Psychology & Counseling Public Administration Regional Studies Religion Research Methods & Evaluation Science & Society Studies Social Work & Social Policy Sociology Special Education Urban Studies & Planning BROWSE JOURNALS
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