The Effects of Extended Time on the Writing of Students with Learning Disabilities: Maximum Potential or Differential Boost?

• Main Author: Goegan, Lauren D.
• Other Authors: Harrison, Gina
• Language: en
• Published: 2014
• Subjects: Learning Disabilities; Extended Time; Accommodations; Writing; Post-Secondary; Special Education
• Online Access: http://hdl.handle.net/1828/5794

Extended time is the most common accommodation requested by post-secondary students with learning disabilities (LD; Lovett, 2010; Ofiesh, 2000; Zuriff, 2000). However, this accommodation has been the topic of much debate (see: Lovett, 2010). Two theories have emerged on this topic, the Maximum Potential Thesis and the Differential Boost Hypothesis (Sireci, Scarpati & Li, 2005; Zuriff, 2000). The current study examines these theories within the context of writing to investigate the performance of students with LD and their non-LD peers. The results do not show support for either theory, when it comes to essay writing across a qualitative dimension (WIAT-II Essay Composition). However, there does appear to be some evidence for the Differential Boost Hypothesis in the areas of word count, which could be considered a quantitative measure of performance. Compared to their performance under regular time conditions, with extended time students with LD wrote more than twice as many additional words compared to their non-LD peers. This research is important so that empirically-informed accommodations for students with LD can be implemented. Recommendations for future research are provided. === Graduate === 2015-11-20 === 0525 === [e-mail]