A Brief Description A reading disability, which is often referred to as dyslexia, is a learning disorder that leads to difficulty with word decoding accuracy, spelling, comprehension, language memory and reading speed (Siegel, 2006). It is believed that the reading disability has a genetic background. There are no gender difference when it comes to dyslexia as the number of dyslexic boys is only insignificantly bigger than the number of girls suffering from the disorder. This disorder is found in children, adolescents and even adults irrespective of the language they speak. It is important to add that it is often quite difficult to diagnose the disorder and the measurement is often based on the speed and accuracy of reading while different researchers use quite different cutoff points during measurement. At the same time, dyslexic people often have certain brain abnormalities. Hence, physicians often play a crucial role in diagnosing the disorder. Researchers have developed a number of strategies to assist dyslexic students. Audio-visual training is one of these interventions. Thus, Magnan and Ecalle (2006) note that audio-visual training (which includes computer-based interventions) have proved to be effective. During the research, students were to place phonemic units and words into the appropriate categories. Children could see and hear words and phonetic units, which helped them decode words and sounds. It has been proved that the performance of these students improved considerably. Tape records and screen readers also help students complete tasks during classes (Siegel, 2006). These strategies have become widely used with dyslexic students and they are quite efficient as students’ performance is improving. There are various computer-based interventions that can be implemented in class and at home. Parents are often trained to help their children to develop better reading and decoding skills. The Controversy One of controversies related to dyslexia is the use of read-aloud accommodation during tests in English language arts (Croft & Wilkinson, 2014). The accommodation came into use as a result of the enactment of the 1997 amendments of IDEA (the Individuals with Disabilities Education Act) (Croft & Wilkinson, 2014). According to the amendments, inclusive education has become a priority and students with disabilities were included in the standard classes as well as standard assessment. However, many students were unable to fully benefit from the inclusion into the assessment due to their disorders and read-aloud accommodation was introduced as a way to address this issue. Read-aloud accommodation consists in reading aloud the tasks so that students could comprehend what is expected from them during the test. At the same time, Croft and Wilkinson (2014, p. 1) note that the controversy associated with the accommodation is twofold as it undermines the test validity and it can potentially lead to “overclassification of students eligible for the accommodation”. Thus, when the accommodation is used, some researchers argue, the test validity can be questioned, as the ability to decode messages is a part of the task. In other words, students do not have to complete a part of the test and the results of such assessment can be, at least, partially invalid. Therefore, many researchers and educators are against the use of the accommodation, especially on such a big scale. On the other hand, some researchers state that students still complete the necessary tasks and reveal their skills, which is the primary goal of any test. They stress that the task itself is not a part of assessment and, hence, it is possible to help students decode instruct