Abstract The purpose of this study was to determine if reading a standardized tests aloud is an effective accommodation to address impairment associated with attention-deficit/hyperactivity disorder (ADHD) as demonstrated by a differential boost to those with ADHD relative to same aged typically developing peers and if the size of the differential boost changed over the duration of the test. Participants were 45 children in Grades 5 and 6 (58% with ADHD), who were randomly assigned to take a standardized test in silence or with a recording of the test questions and answer choices read aloud. Results indicated that reading tests aloud significantly improved the testing performance of children with ADHD and provided a differential boost relative to children without ADHD. Implications for practice and future research are discussed.

中文翻译：

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朗读标准化考试是否符合住宿的科学定义？

摘要这项研究的目的是确定大声阅读标准化考试是否可以有效解决因注意力缺陷多动障碍（ADHD）引起的障碍，这与相对于同龄通常发展中的同龄人相比有差异以及在整个测试过程中差分升压的大小是否发生了变化。参与者是45位5年级和6年级的儿童（58％的儿童多动症），他们被随机分配为静默地参加标准化考试或记录测试问题并大声朗读答案。结果表明，朗读测试可显着改善患有ADHD的儿童的测试性能，并相对于没有ADHD的儿童提供不同的提高。讨论了对实践和未来研究的影响。