Antalek, E. E. (2005). The relationships between specific learning disability attributes and written language: A study of the performance of learning disabled high school subjects completing the TOWL-3 (Publication No. 3154958) [Doctoral dissertation, Clark University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305006698

Clark University (Worcester, MA); ProQuest document ID: 305006698

This study involved the performance data for students with learning disabilities on a timed writing task and the efficacy of the extended-time accommodation.

The data from the client files of 67 students from a private urban high school in Massachusetts (U.S.) were analyzed. All of the participants exhibited learning disabilities ranging from dyslexia, nonverbal learning disabilities, attention-deficit hyperactivity disorder (ADHD), and/or other neurobehavioral or neuropsychological factors.

Performance on the Test of Written Language, third edition (TOWL-3) served as the dependent variable.

While the majority of participants used additional time to complete the writing task, no relationships were found between demographic factors such as gender, age, school type and grade and the completion of the task within the allotted time. Also, all participants produced tests faster when given extended time. Students may have felt compelled “to wrap it up,” spent more time planning, or gained momentum during the task. Additional time contributed to improved performance. A significant relationship was noted between the quality of sentence structure and extended-time testing conditions. Limitations of the study were reported, and future research possibilities were suggested.