Zuriff, G. E. (2000). Extra examination time for students with learning disabilities: An examination of the maximum potential thesis . Applied Measurement in Education , 131 (1), 99–117. https://doi.org/10.1207/s15324818ame1301_5

Five studies on the effects of extra examination time (extended-time) were examined (Hill, 1984; Halla, 1988; Runyan, 1991a, 1991b; Weaver, 1993).

All examined studies included college and/or graduate/professional school students as participants. Each study included students with and without learning disabilities. The studies were completed within the U.S. educational system.

The effect of this accommodation was studied on a variety of tests. These included the Nelson-Denny Reading Test, the Graduate Record Exam (GRE), and the American College Test (ACT).

Results indicated that the Maximum Potential Thesis (MPT) was not supported in these studies. MPT suggests that students without learning disabilities will not benefit from extra time because they are already working at their maximum potential under timed conditions, and that students with learning disabilities will benefit from extra time. In the studies examined, both groups of students were found to significantly benefit from the accommodation. It is suggested, however, that there may be subtypes of students with learning disabilities that benefit more from this accommodation. Methodological flaws of the five studies are discussed.