Meta-Analysis on the Effectiveness of Extra Time as a Test Accommodation for Transitioning Adolescents with Learning Disabilities: More Questions than Answers

Autor/inn/en	Gregg, Noel; Nelson, Jason M.
Titel	Meta-Analysis on the Effectiveness of Extra Time as a Test Accommodation for Transitioning Adolescents with Learning Disabilities: More Questions than Answers
Quelle	In: Journal of Learning Disabilities, 45 (2012) 2, S.128-138 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409355484
Schlagwörter	Learning Disabilities; High Stakes Tests; Adolescents; Meta Analysis; Testing Accommodations; Timed Tests; College Entrance Examinations; Academic Accommodations (Disabilities); Scores; Effect Size; Comparative Analysis + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Meta-analysis; Metaanalyse; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Aufnahmeprüfung
Abstract	The accommodation of students with learning disabilities (LD) on mandatory high stakes tests continues to heighten concern over the equity and effectiveness of current practices. As students transition from high school, they are required to complete timed graduation tests and postsecondary entrance examinations. The most common accommodation accessed by transitioning adolescents with LD is extended time. In order to inform test accommodation practices, a meta-analysis was conducted to address whether test scores from accommodated (i.e., extended time only) and standard test administrations are comparable for transitioning adolescents with LD as compared to their normally achieving peers. The results of the meta-analyses raised more questions than answers and highlighted the need for future research in this area. (Contains 4 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10