Predicting the Extended Time Use of College Students with Disabilities

Autor/inn/en	Spenceley, Laura M.; Wood, Whitney L. M.; Valentino, Marisa; Lewandowski, Lawrence J.
Titel	Predicting the Extended Time Use of College Students with Disabilities
Quelle	In: Journal of Psychoeducational Assessment, 38 (2020) 3, S.279-290 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spenceley, Laura M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282919848588
Schlagwörter	Students with Disabilities; Test Anxiety; Self Efficacy; Predictor Variables; Testing Accommodations; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Standardized Tests; Reading Comprehension; Timed Tests; Reading Fluency; Decoding (Reading); Test Wiseness; Time Management; Public Colleges; Undergraduate Students; Achievement Tests; Likert Scales; Self Evaluation (Individuals); Woodcock Johnson Tests of Achievement; Test Anxiety Inventory; Nelson Denny Reading Tests + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Examination phobia; Testangst; Prüfungsangst; Self-efficacy; Selbstwirksamkeit; Prädiktor; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Learning handicap; Lernbehinderung; Standadised tests; Standardisierter Test; Leseverstehen; Dekodierung; Zeitmanagement; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Likert-Skala
Abstract	This study investigated the extent to which standardized reading performance, individual perceptions of reading and test taking skills, and test anxiety predict the amount of extended time needed to equalize test access for college students with disabilities. Thirty-seven college students with a specific learning disorder (LD) and/or an attention deficit hyperactivity disorder (ADHD) diagnosis who received university test accommodations were recruited to participate in this study, along with 37 controls. All participants individually completed standardized reading tests and rating scales, and a timed reading comprehension task in a group setting. Results indicated that participants receiving test accommodations utilized approximately 14% more time than control participants to complete the timed reading task. Regression analyses indicated that the differences in time required to complete the reading comprehension task were related to participants' reading fluency and decoding, as well as perceptions of the strength of their reading and test taking skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01