Buehler, K. L. (2001). Standardized group achievement tests and the accommodation of additional time (Publication No. 3050241) [Doctoral dissertation, Indiana State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304700547

Indiana State University (Terre Haute, IN); ProQuest document ID: 304700547

This study investigated the effects of additional time (extended-time) on test data.

A total of 49 grade 5 students from an urban school district in the Midwest (U.S.) participated. elementary students from Participants included 22 students identified with a reading- or writing-related learning disability, and 27 students in general education classes (without disabilities).

Students were administered the reading subtests of the California Achievement Tests, Fifth Edition (CAT/5) and the rapid-naming subtests of the Comprehensive Test of Phonological Processing (CTOPP).

Results indicated that students with learning disabilities did not use significantly more time on the CAT/5, even when given the option. Students with disabilities did not receive any differential benefit from the use of the additional time accommodation. Although, there were no differences in the reliability of the CAT/5 due to the accommodation of additional time, the validity of the CAT/5 was lower for students with learning disabilities who received additional time. The CTOPP was not found to be a useful predictor of students that would benefit from additional time on the CAT/5.