Runyan M K
Joint Doctoral Program in Special Education, University of California, Berkeley.
J Learn Disabil. 1991 Feb;24(2):104-8. doi: 10.1177/002221949102400207.
The purpose of this study was to examine the effects of extra time on the ability of university students with and without learning disabilities to complete a reading comprehension test under timed and extra-time conditions. The participants were 16 students identified as having learning disabilities and 15 normally achieving students, all attending the University of California. The Nelson-Denny Reading Comprehension and Reading Rate Test was used. Percentile ranks were obtained for reading rates on individuals, and for comprehension scores under timed and extra-time conditions. The major findings of this study were that there is a significant difference between scores obtained by students with learning disabilities and by normally achieving students under timed conditions and that there are no significant differences in test performance between students with learning disabilities and normally achieving university students when students with learning disabilities are provided extra time. Normally achieving students did not perform significantly better with extra time.
本研究的目的是考察额外时间对有学习障碍和无学习障碍的大学生在定时和额外时间条件下完成阅读理解测试能力的影响。参与者包括16名被认定有学习障碍的学生和15名成绩正常的学生，他们均就读于加利福尼亚大学。使用了纳尔逊 - 丹尼阅读理解和阅读速度测试。获得了个体阅读速度的百分位排名，以及定时和额外时间条件下的理解分数。本研究的主要发现是，在定时条件下，有学习障碍的学生和成绩正常的学生所获分数存在显著差异；而当为有学习障碍的学生提供额外时间时，他们与成绩正常的大学生在测试表现上没有显著差异。成绩正常的学生在有额外时间的情况下表现并没有显著更好。
