Centra, J. A. (1986). Handicapped student performance on the Scholastic Aptitude Test . Journal of Learning Disabilities , 19 (6), 324–327. https://doi.org/10.1177/002221948601900602

Journal Article

Centra, J. A. (1986). Handicapped student performance on the Scholastic Aptitude Test. Journal of Learning Disabilities, 19(6), 324–327. https://doi.org/10.1177/002221948601900602


College entrance test; Extended time; Hearing impairment (including deafness); High school; Learning disabilities; Math; Physical disability; Visual impairment (including blindness)



The tests were given under two conditions: Timed and Untimed.


Approximately 1800 students, 79% with learning disabilities. Other students had visual impairments, physical disabilities, and hearing impairments.

Dependent Variable

The dependent measure was the Scholastic Aptitude Test (SAT).


Students with LD improved their performance with extended time, the increase being greater than for students without disabilities tested with extra time. The average gains over scores earned in a timed administration were generally between 30 and 38 points on the SAT after growth in student ability, practice effects, and error of measurement were taken into account. About one in seven students gained over 100 points; between 3 and 7 percent decreased by at least 50 points. Score gains increased as time spent on the test increased, suggesting that the additional time was needed to reduce the effects of the examinee's disability."