Alster E H
Gavilan College, Gilroy, CA 95020, USA.
J Learn Disabil. 1997 Mar-Apr;30(2):222-7. doi: 10.1177/002221949703000210.
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.
本研究的目的是评估延长时间对有学习障碍和无学习障碍的社区学院学生代数测试成绩的影响。来自加利福尼亚州五所社区学院的44名有学习障碍的学生和44名无学习障碍的学生参与了该研究。学生们分别在限时条件下进行了一次代数测试，并在延长时间条件下进行了一次类似的测试。主要结果是，有学习障碍的学生在限时条件下的得分显著低于无学习障碍的学生，有学习障碍的学生的分数随着时间延长而显著提高，并且有学习障碍的学生在延长时间条件下的分数与无学习障碍的学生在限时或延长时间条件下的分数没有显著差异。
