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. Author manuscript; available in PMC: 2017 May 10.
Published in final edited form as: Learn Disabil (Pittsbg). 2016;21(2):67–78. doi: 10.18666/LDMJ-2016-V21-I2-7414

Table 4.

Individual Accommodations Regressed on MSA Reading Scores, for Students with and without Parent-Reported Reading Difficulties

Students With Reading Difficulties Students Without Reading Difficulties
β SE t p η2 β SE t p η2
Constant 419.521 18.080 23.20 .000 435.782 28.616 15.23 .000
Grade −3.301 3.127 −1.06 .297 .025 −1.205 4.402 −0.27 .786 .002
Extended time 23.969 16.148 1.48 .145 .049 3.977 18.070 0.22 .827 .001
Frequent breaks −15.597 14.344 −1.09 .283 .027 −3.813 16.631 −0.23 .820 .001
Reduced distraction −18.384 16.444 −1.12 .270 .028 −11.138 18.549 −0.60 .552 .009
Oral presentation 5.864 13.730 0.43 .671 .004 −42.286 24.967 −1.69 .098 .067

Note. Students with reading difficulties (n = 49) are those students whose parent-rated reading difficulties fell above the CLDQ reading mean cut score of 2.67; students without reading difficulties (n = 46) are those students whose parent-rated reading difficulties fell below the CLDQ reading mean cut score.