Lindstrom, J. H., & Gregg, N. (2007). The role of extended time on the SAT for students with learning disabilities and/or attention-deficit/hyperactivity disorder . Learning Disabilities Research & Practice , 22 (2), 85–95. https://doi.org/10.1111/j.1540-5826.2007.00233.x

Findings from our study can provide information to test users about the validity of inferences that can be made from scores obtained from extended time test administrations for students with disabilities.

A combined total of 4,952 prospective postsecondary students formed the extant dataset for analysis, drawn from the nationwide (U.S.) March 2005 administration of a large-scale assessment for admission to postsecondary education. Participants consisted of 2,476 students without disabilities, and 2,476 students who had reported having learning disabilities (n=1517), AD/HD (n=588) or both (n=371).

The dependent variable in this study was three sections of the Scholastic Aptitude Reasoning Test (SAT) for college admission, one for Critical Reading, one for Math, and one for Writing.

Invariance across the two groups was supported for all parameters of interest, suggesting that the scores on the Critical Reading, Math, and Writing sections of the SAT Reasoning Test can be interpreted in the same way when students have an extended-time administration as opposed to the standard-time administration. Future research possibilities were suggested.