ERIC Number: ED442210
Record Type: Non-Journal
Publication Date: 2000-Apr
The Validity of ITBS Reading Comprehension Test Scores for Learning Disabled and Non Learning Disabled Students under Extended-Time Conditions.
Huesman, Ronald L., Jr.; Frisbie, David A.
This study investigated the effect of extended-time limits in terms of performance levels and score comparability for reading comprehension scores on the Iowa Tests of Basic Skills (ITBS). The first part of the study compared the average reading comprehension scores on the ITBS of 61 sixth-graders with learning disabilities and 397 non learning disabled sixth-graders under two timing conditions (extended-time vs. standard-time). The second part of the study examined whether the scores arising from the two timing conditions measured the same construct (i.e., reading comprehension) for both groups of students. Results indicate that students with learning disabilities made significantly larger gains on the ITBS Reading Comprehension Test under extended-time conditions than students without learning disabilities who received appropriate timing instructions. Results also found testing directions had an effect on student performance. Non learning disabled students given instructions to take their time did not perform any differently than students with learning disabilities under extended-time conditions. When students without disabilities were told to work at a slow and careful pace, where time was not a factor, they made significant gains under extended-time conditions; however, when they were told to work at a normal rate, they did not make significant gains. (Contains 33 references.) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills