Test-Taking Speed: Predictors and Implications

Benjamin J. Lovett, Lawrence J. Lewandowski, Heather E. Potts

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


Students often feel time pressure when taking tests, and students with disabilities are sometimes given extended time testing accommodations, but little research has been done on the factors that affect students’ test-taking speed. In the present study, 253 students at two colleges completed measures of processing speed, reading fluency, and self-reports of their reading and test-taking skills, as well as a standardized paper-and-pencil reading comprehension task. The time taken to complete the reading comprehension task was not significantly related to students’ accuracy on the task, but it was predicted by students’ reading fluency and by their self-reports of problems with timed reading/test-taking. Students’ processing speed did not significantly predict comprehension task completion time or accuracy when reading fluency and self-reports were held constant. We discuss the implications of these and other results for making determinations about extended time testing accommodations, as well as for future research studies.

Original languageEnglish (US)
Pages (from-to)351-360
Number of pages10
JournalJournal of Psychoeducational Assessment
Issue number4
StatePublished - Jul 1 2017


  • college students
  • correlational
  • exceptionalities/disabilities
  • participants
  • reading
  • testing accommodations

ASJC Scopus subject areas

  • Education
  • Clinical Psychology
  • General Psychology


Dive into the research topics of 'Test-Taking Speed: Predictors and Implications'. Together they form a unique fingerprint.

Cite this