Scruggs T E, Tolfa D
Percept Mot Skills. 1985 Jun;60(3):847-50. doi: 10.2466/pms.1985.60.3.847.
16 learning-disabled second- and third-grade students were matched on previous years' achievement scores and grade and assigned at random to experimental and control conditions. Students in the experimental condition were given 8 20-min. sessions of training in test-taking skills particular to the Stanford Achievement Test. Analysis of test scores indicated trained students scored significantly higher on one subtest of a shortened version of the test than students who had not been trained.
