Lewandowski, L. J., Lovett, B. J., & Rogers, C. L. (2008). Extended time as a testing accommodation for students with reading disabilities: Does a rising tide lift all ships ? Journal of Psychoeducational Assessment , 26 (4), 315–324. https://doi.org/10.1177/0734282908315757

Journal Article

Lewandowski, L. J., Lovett, B. J., & Rogers, C. L. (2008). Extended time as a testing accommodation for students with reading disabilities: Does a rising tide lift all ships? Journal of Psychoeducational Assessment, 26(4), 315–324. https://doi.org/10.1177/0734282908315757

Tags

Extended time; High school; K-12; Learning disabilities; No disability; Reading; U.S. context

URL

http://jpa.sagepub.com/content/26/4.toc

Summary

Accommodation

The effect of extended time on assessment performance was investigated.

Participants

Sixty-four (64) students in grades 10–12 from a suburban high school in New York State (U.S.) participated. Half of the participants had reading-related learning disabilities (LDs), and the other half had no identified disabilities. Participants' gender was also reported.

Dependent Variable

The Nelson-Denny Reading Test (NDRT; Brown, Fishco, & Hanna, 1993) was employed to assess reading comprehension. The Raven Progressive Matrices test (RSPM; Court & Raven, 1995), a general cognitive ability measure, and the Reading Fluency subtest of the Woodcock-Johnson Tests of Achievement, Third Edition (WJ-III; Woodcock, McGrew, & Mather, 2001) were used to screen for and ensure participant group comparability.

Findings

The participants without disabilities benefited more from the extended time accommodation than students with LDs did. However, extended time did allow the students with LDs to attempt as many questions as their nondisabled peers did under standard time conditions.