The Efficacy of Extended Time on Tests for Postsecondary Students with Learning Disabilities
Abstract
The present study examined the effects ofextended and untimed testing on postsecondary students with and without learning disabilities. Extended time on tests is one of the most frequently requested academic accommodations for postsecondary students with learning disabilities. The subjects were students with and without learning disabilities enrolled in a university and a community college in Ontario, Canada. Students were administered the Nelson-Denny Reading Test under various timing c9nditions. The Raven's Advanced Progressive Matrices and the Learning and Study Strategies Inventory were also completed. The results ofthe study presented here show that by extending the time limits on the Nelson Denny Reading Test students with learning disabilities realized significant gains on their test scores with the students without learning disabilities making less dramatic gains. Students with learning disabilities had significant differences from their peers without learning disabilities on several scales of the Learning and Study Strategies Inventory.
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