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
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).
Thirty-one students at the University of California participated in this experiment. Sixteen were identified as having learning 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 were used (E and F). 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 students with learning disabilities and by normally achieving students under timed conditions. There were no significant differences in test performance between students with learning disabilities and normally achieving university students when students with learning disabilities are provided extra time. Normally achieving students did not perform significantly better with extra time.