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Extended Time as a Testing Accommodation for Students With Reading Disabilities

Does a Rising Tide Lift All Ships?

Syracuse University, ljlewand @syr.edu

Benjamin J. Lovett

Elmira College

Cynthia L. Rogers

Syracuse University

Testing accommodations have become a common component of services for students with disabilities at all levels of education. This study examined the effect of a common testing accommodation—extended time—on the reading comprehension test performance of high school students. Sixty-four students, half of whom had learning disabilities (LDs) in the area of reading, were given the Nelson Denny Reading Comprehension subtest under various time conditions. Nondisabled students benefited more from the extended time than students with LDs did. However, extended time did allow students with LDs to attempt as many questions as their nondisabled peers did under standard time conditions. Implications for future research, as well as policy in this area are discussed.

Key Words: learning disabilities • test accommodations • extended time • reading tests

This version was published on December 1, 2008

Journal of Psychoeducational Assessment, Vol. 26, No. 4, 315-324 (2008)
DOI: 10.1177/0734282908315757


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