Tachibana, K. K. (1986). Standardized testing modifications for learning disabled college students in Florida (Publication No. 8619496) [Doctoral dissertation, University of Miami]. ProQuest Dissertations and Theses Global.

University of Miami

The tests were presented in either a visual or auditory format. The students were also given extra time in one of the conditions.

The participants were 45 community college students with learning disabilities. The students were tested to distinguish between visual, auditory or no preference in regard to modality strengths.

The test used was the Reading Comprehension Test (The College Board).

A significant disordinal interaction occurred between modality strength groups (visual and auditory) and the test modalities. Students with no preference performed better on the auditory modality. Students improved scores significantly on both the visual and auditory modalities of the reading test given additional time. Students also performed much better on the first halves of both the visual and auditory test modalities than on the second halves.