Extended time as a testing accommodation for students with reading disabilities: Does a rising tide lift all ships?

Lawrence J. Lewandowski, Benjamin J. Lovett, Cynthia L. Rogers

Research output: Contribution to journalArticle

26 Scopus citations

Abstract

Testing accommodations have become a common component of services for students with disabilities at all levels of education. This study examined the effect of a common testing accommodation-extended time-on the reading comprehension test performance of high school students. Sixty-four students, half of whom had learning disabilities (LDs) in the area of reading, were given the Nelson Denny Reading Comprehension subtest under various time conditions. Nondisabled students benefited more from the extended time than students with LDs did. However, extended time did allow students with LDs to attempt as many questions as their nondisabled peers did under standard time conditions. Implications for future research, as well as policy in this area are discussed.

Original languageEnglish (US)
Pages (from-to)315-324
Number of pages10
JournalJournal of Psychoeducational Assessment
Volume26
Issue number4
DOIs
StatePublished - Dec 1 2008

Keywords

  • Extended time
  • Learning disabilities
  • Reading tests
  • Test accommodations

ASJC Scopus subject areas

  • Education
  • Clinical Psychology
  • Psychology(all)

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