In an effort to find evidence of the effectiveness of an accommodation which students with reading based disabilities are allowed to use on state assessments, a group of 11 fifth graders identified as having a reading based disability and having at least one reading goal in their Individual Education Programs (IEP) were given a series of short passages to read independently. The passages were of both narrative and expository types and were read both aloud and silently by the students. At the conclusion of each passage, the students were asked to answer a set of comprehension questions based on the preceding passage. Once the data were compiled, comparisons were made between the type of text read and the condition under which the text was read to determine whether allowing the students to read aloud had a positive effect on their comprehension of material. Students were allowed to revisit the passages when answering the comprehension questions and were given as much time as was needed to complete each task. The results of the study indicate an interaction between the main effects of reading condition and text type; however, the small sample size limits generalizations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]