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ERIC Number: EJ808307
Record Type: Journal
Publication Date: 2007-May
Pages: 11
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-0938-8982
The Role of Extended Time on the SAT[R] for Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder
Lindstrom, Jennifer Hartwig; Gregg, Noel
Learning Disabilities Research & Practice, v22 n2 p85-95 May 2007
Accommodation policymaking and practice should be guided by empirical research and informed clinical judgment. Findings from our study can provide information to test users about the validity of inferences that can be made from scores obtained from accommodated test administrations for students with disabilities. The factor structure of the newly revised Scholastic Aptitude Reasoning Test (SAT[R], 2005) was examined across two groups of students (students without disabilities tested under standard time conditions, and students with disabilities tested with extended time) to determine whether the test measures the same construct for both groups. Invariance across the two groups was supported for all parameters of interest, suggesting that the scores on the Critical Reading, Math, and Writing sections of the SAT Reasoning Test can be interpreted in the same way when students have an extended-time administration as opposed to the standard-time administration.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A