Perlman, C., Borger, J., Collins, C., Elenbogen, J., & Wood, J. (1996, April). The effect of extended time limits on learning disabled students’ scores on standardized reading tests [Paper presentation]. Annual meeting of the National Council on Measurement in Education (NCME), New York, NY, United States. https://eric.ed.gov/?id=ED400316

The Iowa Test of Basic Skills was administered in two ways: According to the publisher's allotted time of 40 minutes and using an extended time of 2 hours and 30 minutes.

Participants included 85 fourth (n=28) and eighth graders (n=57) with learning disabilities attending 19 schools. All students had IEPs recommending extended time.

The primary dependent variable was grade equivalent scores on the reading comprehension subtest of the Iowa Test of Basic Skills.

All students in the fourth grade took the test within the publisher's recommended time (34 minutes versus the allowed 40 minutes). Eighth graders took substantially more time (55 minutes instead of 40 minutes). Students achieved higher scores when they took the test with extended time. Gender distributions were similar for both timed and untimed versions of the test.