The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities

Abstract: This study examined the effects of extra time on the reading comprehension performance of a heterogeneous group of adults with reading disabilities. Sixty-four adults participated. A clinic that assesses learning disabilities identified 22 as reading disabled, and 42 as normal readers. The...

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Detalles Bibliográficos
Autores principales: Lesaux, Nonie K., Pearson, María Rufina, Siegel, Linda S.
Formato: Artículo
Lenguaje:Inglés
Publicado: Springer 2023
Materias:
COMPRENSION LECTORA
DISCAPACIDAD
ADULTOS
TIEMPO
Acceso en línea:https://repositorio.uca.edu.ar/handle/123456789/15883
Aporte de:
Repositorio Institucional de la Universidad Católica Argentina (UCA) de Universidad Católica Argentina
id I33-R139-123456789-15883
record_format dspace
institution Universidad Católica Argentina
institution_str I-33
repository_str R-139
collection Repositorio Institucional de la Universidad Católica Argentina (UCA)
language Inglés
topic COMPRENSION LECTORA
DISCAPACIDAD
ADULTOS
TIEMPO
spellingShingle COMPRENSION LECTORA
DISCAPACIDAD
ADULTOS
TIEMPO
Lesaux, Nonie K.
Pearson, María Rufina
Siegel, Linda S.
The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities
topic_facet COMPRENSION LECTORA
DISCAPACIDAD
ADULTOS
TIEMPO
description Abstract: This study examined the effects of extra time on the reading comprehension performance of a heterogeneous group of adults with reading disabilities. Sixty-four adults participated. A clinic that assesses learning disabilities identified 22 as reading disabled, and 42 as normal readers. The 64 adults took a reading comprehension test under both timed and untimed conditions. Other skills measured included vocabulary, word reading, non-word reading, spelling, arithmetic, and short-term memory. Under timed conditions, there were significant differences between the participants with reading disabilities and the normally achieving participants. All of the reading disabled participants in the present study benefited from extra time, but the normally achieving readers performed similarly under the timed and untimed conditions. Further, in the untimed condition, the performance of the individuals with a less severe reading disability was not significantly different that of the Average readers. The study suggests that extra time during testing is an appropriate accommodation to help individuals begin to compensate for reading disabilities.
format Artículo
author Lesaux, Nonie K.
Pearson, María Rufina
Siegel, Linda S.
author_facet Lesaux, Nonie K.
Pearson, María Rufina
Siegel, Linda S.
author_sort Lesaux, Nonie K.
title The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities
title_short The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities
title_full The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities
title_fullStr The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities
title_full_unstemmed The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities
title_sort effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities
publisher Springer
publishDate 2023
url https://repositorio.uca.edu.ar/handle/123456789/15883
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