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Effects of Noninformational Color on the Reading Test Performance of Students with and without Attentional Deficits

Purdue University

Janice A. Grskovic

Purdue University

James Javorsky

Purdue University

Arlene M. Hall

Purdue University

Students with attentional deficits are better able to maintain attention to tasks if novelty is added, especially during later trials. In this study, we assessed generality to a standardized reading test when noninformational color was added to one of two altemate forms, counterbalanced for order of condition and form. Participants were 25 third- to fifth-grade students with and without attentional deficits. Students with attentional deficits: (a) read as accurately as their classmates with color added (during a first test administration and across sessions), (b) read worse in the black-white condition, and (c) improved reading accuracy during the second test administration with color added (i.e., all other groups showed a decline in performance). Because the noninformational color did not change test difficulty (i.e., by altering the discriminability of task-relevant features), the implications of these findings may be more accurate assessment of the performance of students with attentional deficits.

Assessment for Effective Intervention, Vol. 25, No. 2, 129-146 (2000)
DOI: 10.1177/073724770002500204


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