Presentation: Reread Directions

Related References
Types of Assessment


Guiding Principles
Case Studies

In some tests, the directions are read aloud by an adult. Students who need to hear the directions more than once may require an accommodation. The adult might reread the directions, or students might receive a written copy of verbal instructions.


  1. Preparing the directions in written format may be as simple as making a photocopy of the originals. However, it is important to remove any extraneous information before copying.
  2. If the printed directions are too small, it may be necessary to enlarge them or retype them.
  3. As a security measure, it is important to collect the directions when the test booklet and response sheet are collected from the student.
  4. A routine should be established in situations in which the directions will be reread to the student. For example, how will the student signal that he or she needs to hear the directions again? Can the directions be reread only at the start of the test, or can they be reread at any time during the section?
  5. The teacher, along with the IEP team, must decide whether this accommodation will interfere with the test taking of other students, thereby warranting a change in test setting for the student.


If the directions only are to be reread verbatim to the student, the reader must guard against providing any explanations.

If a student will receive several sets of written directions, it is important to retrieve the previous set before providing the new set.

Depending on the extent of this accommodation (e.g., it is necessary to reread the directions many times), the student may need additional time to complete the test.

Excerpted from Assessment Accommodations Toolkit.

Council for Exceptional Children

Provided in partnership with The Council for Exceptional Children.

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