Duncan, H., & Purcell, C. (2020). Consensus or contradiction? A review of the current research into the impact of granting extra time in exams to students with specific learning difficulties (SpLD) . Journal of Further and Higher Education , 44 (4), 439–453. https://doi.org/10.1080/0309877X.2019.1578341

Also accessible online in Cardiff University's institutional repository at https://orca.cardiff.ac.uk/id/eprint/120140/

This review of literature summarized studies about extended time as an accommodation during academic assessments.

This literature review incorporated research findings from 32 peer-reviewed studies published from 1984–2017 from sources in the U.S. and Canada, Europe (including the United Kingdom), Asia, and Australia. Study participants reportedly ranged throughout elementary, secondary, and postsecondary levels. Participants were reported to have specific learning disabilities. ["Specific learning difficulty" reportedly referred to diagnoses that involved processing difficulties.] The authors excluded studies of participants with other disabilities, such as autism or attention problems.

The review process sought research studies published between 1980 and 2018. Documents included experimental design studies and articles that used systematic review or meta-analysis; the authors excluded qualitative research designs. Academic content identified in studies included mathematics, reading, and writing.

Sixteen studies suggested extended time during academic assessments did not provide any advantages to students with specific learning difficulties. Twelve studies suggested that extended time over-inflated scores. Four reviews concluded that there is no consensus among evidence.