Limited research exists related to empirically validated strategies to assist college students with learning disabilities (LD). Given that students with LD demonstrate both fewer test–taking skills and higher levels of test anxiety than their peers without LD, and poor test–taking skills contribute to higher levels of test anxiety, such research is critical. The present study examines the effectiveness of the test–taking strategy on test performance (timed/untimed), degree of strategy usage, and time on test–taking task, with a sample of university students with LD. This strategy has been successful with adolescents with LD, but has not been studied with postsecondary populations. Results of a multiple baseline design suggested that the strategy was an effective intervention for these students. Implications are discussed.
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