Medina, J. G. (1999). Classroom testing accommodations for postsecondary students with learning disabilities: The empirical gap (Publication No. 9939751) [Doctoral dissertation, Alfred University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304494271
Alfred University (Alfred, NY); ProQuest document ID: 304494271
A measure of achievement was administered to a group of students with and without learning disabilities in both a timed (15 minute) and an extended-time (15 minute) setting. A measure of general aptitude had been also administered, as a timed test to the same group of students.
Two hundred and thirty-five (235) postsecondary students, who were primarily in their first year, enrolled in 11 sections of General Psychology at a community college in Maryland (U.S.), were the participants in this study. Twelve of the students had learning disabilities, and the remainder had no identified disabilities. Additional demographic data for the participants and for the student body were reported.
All participants were administered the first three subtests of the Scholastic Abilities Test for Adults (SATA)—Verbal Reasoning, Nonverbal Reasoning, and Quantitative Reasoning—and a Psychology test made up of 30 multiple choice questions. Also, a pretest score, based on the first test of the semester, was recorded for 188 of the participants.
Overall, all students benefited from the extended test time. In general, the pretest was a reasonable predictor of performance on the timed test. Although for some individuals with learning disabilities extended time made a positive difference, students with learning disabilities as a group did not benefit differentially from extended time.