Lesaux, N. K., Pearson, M. R., & Siegel, L. S. (2006). The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities . Reading and Writing , 19 (1), 21–48. https://doi.org/10.1007/s11145-005-4714-5

This study examined the effects of extra time on the reading comprehension performance of a heterogeneous group of adults with reading disabilities.

A total of 64 adults, including 22 who had reading-related disabilities, from the Vancouver, British Columbia (Canada) area participated.

A battery of achievement-type tests comprised the total list of dependent variables. These assessments were used to measure adult participants' skills: Nelson-Denny Reading Test (NDRT, forms G & H), Reading Comprehension section; Wide Range Achievement Test--Revised (WRAT-R), Reading subtest Woodcock Johnson Reading Mastery Test--Revised (WJ-R, form G), word identification subtest; WRAT-R, Spelling; WRAT-R, Arithmetic; Wechsler Adult Intelligence Scale (WAIS), Vocabulary subtest; WAIS-R, Block Design; and WAIS-R, Digit Span.

Under timed conditions, there were significant differences between the participants with reading disabilities and non-disabled participants. All of the participants with disabilities benefited from extra time, but the other participants performed similarly under the timed and untimed conditions. Future research possibilities were suggested.