Literaturnachweis - Detailanzeige
Autor/inn/en | Spenceley, Laura M.; Wood, Whitney L. M.; Valentino, Marisa; Lewandowski, Lawrence J. |
---|---|
Titel | Predicting the Extended Time Use of College Students with Disabilities |
Quelle | In: Journal of Psychoeducational Assessment, 38 (2020) 3, S.279-290 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Spenceley, Laura M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0734-2829 |
DOI | 10.1177/0734282919848588 |
Schlagwörter | Students with Disabilities; Test Anxiety; Self Efficacy; Predictor Variables; Testing Accommodations; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Standardized Tests; Reading Comprehension; Timed Tests; Reading Fluency; Decoding (Reading); Test Wiseness; Time Management; Public Colleges; Undergraduate Students; Achievement Tests; Likert Scales; Self Evaluation (Individuals); Woodcock Johnson Tests of Achievement; Test Anxiety Inventory; Nelson Denny Reading Tests Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Examination phobia; Testangst; Prüfungsangst; Self-efficacy; Selbstwirksamkeit; Prädiktor; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Learning handicap; Lernbehinderung; Standadised tests; Standardisierter Test; Leseverstehen; Dekodierung; Zeitmanagement; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Likert-Skala |
Abstract | This study investigated the extent to which standardized reading performance, individual perceptions of reading and test taking skills, and test anxiety predict the amount of extended time needed to equalize test access for college students with disabilities. Thirty-seven college students with a specific learning disorder (LD) and/or an attention deficit hyperactivity disorder (ADHD) diagnosis who received university test accommodations were recruited to participate in this study, along with 37 controls. All participants individually completed standardized reading tests and rating scales, and a timed reading comprehension task in a group setting. Results indicated that participants receiving test accommodations utilized approximately 14% more time than control participants to complete the timed reading task. Regression analyses indicated that the differences in time required to complete the reading comprehension task were related to participants' reading fluency and decoding, as well as perceptions of the strength of their reading and test taking skills. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |