ERIC Number: EJ827131
Record Type: Journal
Publication Date: 2009-Feb
Abstractor: As Provided
Reference Count: 49
The Test-Taking Strategy Intervention for College Students with Learning Disabilities
Holzer, Mary LaFrance; Madaus, Joseph W.; Bray, Melissa A.; Kehle, Thomas J.
Learning Disabilities Research & Practice, v24 n1 p44-56 Feb 2009
Limited research exists related to empirically validated strategies to assist college students with learning disabilities (LD). Given that students with LD demonstrate both fewer test-taking skills and higher levels of test anxiety than their peers without LD, and poor test-taking skills contribute to higher levels of test anxiety, such research is critical. The present study examines the effectiveness of the test-taking strategy on test performance (timed/untimed), degree of strategy usage, and time on test-taking task, with a sample of university students with LD. This strategy has been successful with adolescents with LD, but has not been studied with postsecondary populations. Results of a multiple baseline design suggested that the strategy was an effective intervention for these students. Implications are discussed.
Descriptors: College Students, Intervention, Learning Disabilities, Test Anxiety, Higher Education, Test Wiseness
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A