Runyan, M. K. (1991). The effect of extra time on reading comprehension scores for university students with and without learning disabilities . Journal of Learning Disabilities , 24 (2), 104–108. https://doi.org/10.1177/002221949102400207

Extended time (finish at own pace) was investigated.

A total of 31 students at the University of California (U.S.) participated. Sixteen (16) participants were identified as having learning disabilities; 15 were reported to have no disabilities. Groups were controlled for ethnicity, gender, age, and total Scholastic Aptitude Test (SAT) score. All the students in the sample were white; sixteen were males and fifteen were females.

Two statistically equated forms of the Nelson-Denny Reading Test (Forms E & F) were used. The test contains a vocabulary section and a silent reading comprehension section. The first minute of the test was used to determine reading rate. After twenty minutes, students were asked to mark where they were on the test answer sheet. They were then able to finish the test at their own pace.

There was a significant difference between scores obtained by postsecondary students with learning disabilities and by students without disabilities under timed conditions. There were no significant differences in test performance between students with learning disabilities and students without disabilities when students with learning disabilities were provided extra time. Students without disabilities did not perform significantly better with extra time.