Ofiesh, N., Mather, N., & Russell, A. (2005). Using speeded cognitive, reading, and academic measures to determine the need for extended test time among university students with learning disabilities . Journal of Psychoeducational Assessment , 23 (1), 35–52. https://doi.org/10.1177/073428290502300103

Journal Article

Ofiesh, N., Mather, N., & Russell, A. (2005). Using speeded cognitive, reading, and academic measures to determine the need for extended test time among university students with learning disabilities. Journal of Psychoeducational Assessment, 23(1), 35–52. https://doi.org/10.1177/073428290502300103

Notes

Tags

Extended time; Intelligence test; Learning disabilities; Multiple accommodations; No disability; Postsecondary; Reading; U.S. context

URL

http://jpa.sagepub.com

Summary

Accommodation

This study examined the relationship between scores on “speeded” cognitive and academic tests and the need for the accommodation of extended test time.

Participants

A total of 84 postsecondary students at an unidentified university in the U.S. participated. The participants included 43 students with disabilities. 

Dependent Variable

The dependant variables were five speeded cognitive tests, three speeded cluster scores, and two measures of timed reading.

Findings

The findings indicated significant group differences on all speeded cognitive, reading, and academic tests except two. The Reading Fluency Test and Academic Fluency cluster of the Woodcock-Johnson Tests of Achievement III (W-J III) were the best predictors of students with LD needing extended time. Limitations of the study were reported, and future research possibilities were suggested.