Nonie K. Lesaux|Marlena Pearson|Linda S. Siegel
The Effects of Timed and Untimed Testing Conditions on the Reading Comprehension Performance of Adults with Reading Disabilities
Schlumberger (United Kingdom)|Harvard University|Pontificia Universidad Católica Argentina|University of British Columbia
study examined effects extra time reading comprehension performance heterogeneous group adults reading disabilities sixtyfour adults participated clinic assesses learning disabilities identified 22 reading disabled 42 normal readers 64 adults took reading comprehension test timed untimed conditions skills measured included vocabulary word reading nonword reading spelling arithmetic shortterm memory timed conditions significant differences participants reading disabilities normally achieving participants reading disabled participants present study benefited extra time normally achieving readers performed similarly timed untimed conditions untimed condition performance individuals less severe reading disability significantly different average readers study suggests extra time testing appropriate accommodation help individuals begin compensate reading disabilities