Lindstrom, J. H. (2007). Determining appropriate accommodations for postsecondary students with reading and written expression disorders . Learning Disabilities Research & Practice , 22 (4), 229–236. https://doi.org/10.1111/j.1540-5826.2007.00251.x

Journal Article

Lindstrom, J. H. (2007). Determining appropriate accommodations for postsecondary students with reading and written expression disorders. Learning Disabilities Research & Practice, 22(4), 229–236. https://doi.org/10.1111/j.1540-5826.2007.00251.x

Tags

Breaks during testing; Clarify directions; Dictated response; Dictated response (scribe); Dictated response (speech recognition system); Extended time; Learning disabilities; Multiple accommodations; Multiple content; Oral delivery; Postsecondary; Specialized setting; U.S. context; Word processing (for writing)

URL

https://onlinelibrary.wiley.com/journal/15405826

Summary

Accommodation

The accommodations discussed in this literature review were those used by postsecondary students with reading and written expression disabilities, and include: clarification of directions, oral administration (read aloud), dictated response, speech recognition devices, use of word processors for writing, extended time, separate test space, and test breaks.

Participants

The number of participants was not reported for the studies in this literature review. The relevant studies appear to have been completed within U.S. postsecondary institutions.

Dependent Variable

The dependent variables identified in this literature review included various performance measures in various college courses.

Findings

This review of literature served to support the development and presentation of a model of selecting accommodations for college students who have reading and written expression disabilities.