Educators often provide students with disabilities reading accommodations to help them access content during instruction, but research has shown that not all students benefit from those accommodations. Given the importance of content area instruction, there is a need for further research on how to efficiently identify reading accommodations that are the most beneficial for individual students given their unique needs. The current study applied an alternative treatments single-case design approach to investigate the corresponding impact of two different reading accommodation conditions (i.e., decoding accommodation, decoding + language comprehension accommodations) on the comprehension of social studies text among six fourth-grade students who were classified according to the simple view of reading as specifically in need of decoding support. Results indicated that very few participants displayed clear benefits of either reading accommodation condition. These findings suggest that it remains difficult to predict which students benefit from accommodations and the conditions under which they benefit from them. Related suggestions for future research that might meaningfully extend the present findings are provided.
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