Effects of Extended Time Allotments on Reading Comprehension Performance of College Students with and without Learning Disabilities

Autor/inn/en	Lewandowski, Lawrence; Cohen, Justin; Lovett, Benjamin J.
Titel	Effects of Extended Time Allotments on Reading Comprehension Performance of College Students with and without Learning Disabilities
Quelle	In: Journal of Psychoeducational Assessment, 31 (2013) 3, S.326-336 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282912462693
Schlagwörter	Testing Accommodations; Learning Disabilities; Reading Comprehension; Undergraduate Students; Reading Tests; Test Length; Interaction; Validity; Performance; New York; Graduate Record Examinations; Law School Admission Test; Nelson Denny Reading Tests; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Learning handicap; Lernbehinderung; Leseverstehen; Lesetest; Interaktion; Gültigkeit; Achievement; Leistung; Law school; Assessment; Admission criteria; Admission procedures; Rechtswissenschaft; Fachbereich; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Students with disabilities often receive test accommodations in schools and on high-stakes tests. Students with learning disabilities (LD) represent the largest disability group in schools, and extended time the most common test accommodation requested by such students. This pairing persists despite controversy over the validity of extended time as a test accommodation. The current study examined the effects of 50% and 100% time extensions on the reading comprehension performance of college students with and without LD. Results indicated that typical students actually benefited more than the LD group when given extra time, indicating that extended time is not a test accommodation that is specific to those with a disability. Moreover, when only students with LD were given extended time, especially double time, they outperformed nondisabled peers. We discuss implications of these findings for future research as well as accommodation decisions in educational settings. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10