Abstract
The goal of a mathematics read aloud accommodation is to provide better access to test content and achieve a more accurate indicator of students' math knowledge by minimizing the measurement of constructs such as vision and reading ability. This article highlights recent Mathematics eText Research Center (MeTRC) research on the audio representation of four mathematics content types: parentheses, exponents, tables, and graphs that contain keys. Researchers from the Measured Progress Innovation Lab used qualitative and quantitative research methods to explore differences in performance and preferences when literal and interpretive audio representations were applied to practice test items. Results demonstrated that students prefer and perform better with a literal interpretation of parentheses. Quantitative and qualitative data were mixed for the other content types. As states and assessment consortia transition to computer-based tests with embedded accessibility supports, more research is needed in order to create a set of guidelines for how to appropriately represent mathematical notation, graphics, and images in audio form.
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