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Time-Based versus Task-Based Contingencies: Which Is More Effective for Independent Academic Assignments for Students with Learning Disabilities?
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Hua, Youjia; Lee, David L.; Stansbery, Sam; McAfee, James K. – Learning Disabilities: A Multidisciplinary Journal, 2014
Task interspersal is an academic material modification procedure implemented by adding a sequence of brief tasks prior to more difficult academic tasks. The purpose of this study was to investigate the effects of the interspersal procedure under both time-based (i.e., time allotted to complete task held constant) and task-based (i.e., number of…
Descriptors: Learning Disabilities, Timed Tests, Time on Task, Task Analysis
The Efficacy of Extended Time on Tests for Postsecondary Students with Learning Disabilities.
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Weaver, Susan Marie – Learning Disabilities: A Multidisciplinary Journal, 2000
A study examined the effects of extended and untimed testing on 31 postsecondary students with learning disabilities and 40 typical students. By extending the time limits on the Nelson Denny Reading Test, students with learning disabilities realized significant gains on their test scores and typical students made less dramatic gains. (Contains…
Descriptors: Higher Education, Learning Disabilities, Performance Factors, Postsecondary Education
A Meta-Analysis of Reading Differences between Underachievers with and without the Learning Disabilities Label: A Brief Report.
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Fuchs, Douglas; Fuchs, Lynn S.; Mathes, Patricia G.; Lipsey, Mark E.; Eaton, Susan – Learning Disabilities: A Multidisciplinary Journal, 2000
A meta-analysis of 79 studies of reading performance of low achievers with and without learning disabilities found students with the learning disabilities label performed considerably worse on reading measures. Use of timed tests greatly increased the difference in reading performance between underachievers and students with the learning…
Descriptors: Cognitive Processes, Elementary Secondary Education, Learning Disabilities, Meta Analysis