Test-wiseness has been identified as a potentially important source of measurement error, reflecting the differential ability of individual students to maximize their scores due to understanding of specific test features. Recent research has suggested that learning disabled (LD) students may exhibit deficiencies in test-taking skills. These deficits are likely to result in the failure of LD students, in testing situations, to apply effectively what they have learned in classroom instruction. Applied research in the area of test-taking skills instruction has suggested that LD students can be trained to apply learned information more effectively In testing situations. Performance increases obtained in these studies have generally exceeded gains noted from similar training of nonhandicapped children. This article reviews recent research in the area of test-taking skills with LD students and provides recommendations for classroom applications.
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