Jensen, H. K. (1997). Differences in reading comprehension between college students with learning disabilities and college students without learning disabilities on the Nelson Denny Reading Test as related to question type and length of test (Publication No. 9807689) [Doctoral dissertation, University of North Dakota]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304394089

University of North Dakota (Grand Forks, ND); ProQuest document ID: 304394089

The tests were given under two conditions: timed and untimed (extended-time).

A total of 22 college students participated: 12 students without learning disabilities, 10 students with learning disabilities.

A computerized version of the comprehension subtest in the Nelson-Denny Reading Test was used (forms G and H). The computerized test records the students reading rates, response times to questions, and question answers.

The results show that there was a significant difference between students with learning disabilities and students without learning disabilities on the timed test, regardless of order of presentation. This difference was also found between students with learning disabilities and students without learning disabilities if the untimed test was presented second. However, there was no significant difference between the students with learning disabilities and stunts without learning disabilities if the untimed test was administered first. Additionally, reading rates for students with learning disabilities are significantly longer than the students without learning disabilities in all testing conditions and students with learning disabilities take longer than their peers without learning disabilities to answer implicit question versus literal questions. Also, the group differences for the number of questions correct was usually larger for the implicit question than for the literal questions.