Test-Taking Skills of High School Students with and without Learning Disabilities

Autor/inn/en	Lewandowski, Lawrence J.; Berger, Cassie; Lovett, Benjamin J.; Gordon, Michael
Titel	Test-Taking Skills of High School Students with and without Learning Disabilities
Quelle	In: Journal of Psychoeducational Assessment, 34 (2016) 6, S.566-576 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282915622854
Schlagwörter	High School Students; Learning Disabilities; Reading Tests; Test Wiseness; Scores; Test Anxiety; Student Attitudes; Reading Rate; Reading Comprehension; Vocabulary; Decoding (Reading); Achievement Tests; Word Recognition; Statistical Analysis; New York; Nelson Denny Reading Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning handicap; Lernbehinderung; Lesetest; Examination phobia; Testangst; Prüfungsangst; Schülerverhalten; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseverstehen; Wortschatz; Dekodierung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Worterkennung; Statistische Analyse
Abstract	This study assessed the test-taking skills of 776 high school students, 35 of whom were diagnosed with learning disabilities (LD). Students completed a computerized battery of timed reading tests as well as scales that assess test anxiety and test-taking perceptions. Students with LD obtained lower scores than the nondisabled group on all of the reading tasks (speed, comprehension, vocabulary, and decoding), spent more time reviewing comprehension questions, and were less active in looking for answers in the passages. Both groups favored the same comprehension strategy of reading the entire passage and then answering questions. The groups did not differ in their levels of test anxiety or confidence in taking tests under timed conditions. Vocabulary score best discriminated between groups and best predicted reading comprehension performance, suggesting a potential target for intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01