Sage Journals: Discover world-class research

Abstract

The purpose of this study was to assess the effects of extended time on the algebra test performance of community college students with and without learning disabilities. Forty-four students with learning disabilities and 44 students without learning disabilities attending five California community colleges participated in the study. The students each took an algebra test under timed conditions and a comparable test under extended-time conditions. The main results were that the students with learning disabilities scored significantly lower than the students without learning disabilities under timed conditions, the scores of the students with learning disabilities increased significantly with extended time, and the scores of the students with learning disabilities under extended-time conditions did not differ significantly from the timed or extended-time scores of the students without learning disabilities.

Get full access to this article

View all access options for this article.

References

Ackerman, P. T. , Anhalt, J. M. , Holcomb, P. J. , & Dykman, R. A. (1986). Presumably innate and acquired automatic processes in children with attention and/or reading disorders. Journal of Child Psychology and Psychiatry and Allied Disciplines, 27, 513–529.

American College Testing Program . (1989). ASSET technical manual. Iowa City, IA: Author.

California Community College Chancellor's Office . (1993). California community colleges' eligibility guidelines for learning disabilities services. Sacramento: Author.

California Postsecondary Education Commission . (1992). Services for students with disabilities in California public higher education (Commission Report 92–21). Sacramento: Author.

Centra, J. A. (1986). Handicapped student performance on the Scholastic Aptitude Test. Journal of Learning Disabilities, 19, 324–327.

Hasselbring, T. S. , Goin, L. I. , & Bransford, J. D. (1988). Developing math automaticity in learning handicapped children: The role of computerized drill and practice. Focus on Exceptional Children, 20, 1–7.

Hayes, F. B. , Hynd, G. W. , & Wisenbaker, J. (1986). Learning disabled and normal college students' performance on reaction time and speeded classification tasks. Journal of Educational Psychology, 78, 39–43.

Houck, C. K. , Asselin, S. B. , Troutman, G. C. , & Arrington, J. M. (1992). Students with learning disabilities in the university environment: A study of faculty and student perceptions. Journal of Learning Disabilities, 25, 678–684.

Jastak, S. , & Wilkinson, G. (1984). Wide range achievement test-Revised. Los Angeles: Western Psychological Services.

10.

Kulak, A. (1993). Parallels between math and reading disability: Common issues and approaches. Journal of Learning Disabilities, 26, 666–673.

11.

Mathews, P. R. , Anderson, D. W. , & Skolnick, B. D. (1987). Faculty attitude towards accommodations for college students with learning disabilities. Learning Disabilities Focus, 3, 46–52.

12.

Nelson, J. , Dodd, J. , & Smith, D. (1990). Faculty willingness to accommodate students with learning disabilities: A comparison among academic divisions. Journal of Learning Disabilities, 23, 185–189.

13.

Parks, A. W. , Antonoff, S. , Drake, C. , Skiba, W. F. , & Soberman, J. (1987). A survey of programs and services for learning disabled students in graduate and professional schools. Journal of Learning Disabilities, 20, 181–187.

14.

Runyan, M. K. (1991a). The effect of extra time on reading comprehension scores for university students with and without learning disabilities. Journal of Learning Disabilities, 24, 104–108.

15.

Runyan, M. K. (1991b). Reading comprehension performance of learning-disabled and non-learning disabled college and university students under timed and untimed conditions. Unpublished doctoral dissertation, University of California, Berkeley.

16.

Satcher, J. (1992). Community college faculty comfort with providing accommodations for students with learning disabilities. College Student Journal, 26, 518–524.

17.

Speece, D. L. (1987). Information processing subtypes of learning disabled readers. Training Disabilities Research, 2, 91–102.

18.

Touchstone Applied Science Associates . (1989). Degrees of reading power. Brewster, NY: Author.

19.

Wechsler, D. (1981). Wechsler adult intelligence scale–Revised. San Antonio, TX: Psychological Corp.

20.

Woodcock, R. , & Johnson, M. B. (1977). Woodcock-Johnson psycho-educational test battery. Chicago: Riverside.

21.

Woodcock, R. , & Johnson, M. B. (1989). Woodcock-Johnson psycho-educational battery-Revised. Chicago: Riverside.

22.

Zentall, S. S. (1990). Fact-retrieval automatization and math problem solving by learning disabled, attention-disordered, and normal adolescents. Journal of Educational Psychology, 82, 856–865.

The Effects of Extended Time on Algebra Test Scores for College Students With and Without Learning Disabilities

Abstract

Get full access to this article

References