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

Presentation

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

Tags

Elementary; Extended time; K-12; Learning disabilities; Middle school; Multiple ages; Reading; U.S. context

URL

https://eric.ed.gov/?id=ED400316

Summary

Accommodation

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

A total of 85 students with learning disabilities from across 19 schools participated; 28 participants were in grade 4, and 57 participants were in grade 8. All participants had IEPs recommending extended time.

Dependent Variable

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

Findings

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.