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An investigation into the relationships between reading rate, processing speed, and extended time.
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Aceti, Bianca. An investigation into the relationships between reading rate, processing speed, and extended time. Retrieved from https://doi.org/doi:10.7282/t3-n09n-rx58

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TitleAn investigation into the relationships between reading rate, processing speed, and extended time.
NameAceti, Bianca (author); Kettler, Ryan (chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2020
Other Date2020-08 (degree)
SubjectSchool Psychology
Extent1 online resource (vi, 60 pages)
DescriptionThrough ESSA (2015) and IDEIA (2004), all students must participate in statewide assessments and students with disabilities are entitled to receive reasonable adaptations and accommodations in order to ensure that the assessments accurately measure their achievement within the designated academic areas. Research indicates that the provision of an accommodation should be based upon a student’s individual needs; however, studies within this area frequently compare the effects of an accommodation on the performance of students with a disability and students without a disability. Currently, extended time is the most frequently requested and provided accommodation for state assessments across disabilities. This study sought to determine whether there is a relationship between reading rate and the boost from extended time on reading, a relationship between cognitive processing speed and the boost from extended time on reading, and a relationship between reading rate and cognitive processing speed. The Nelson-Denny Reading Test (NDRT) Forms I and J and the Woodcock-Johnson Tests of Cognitive Abilities, 4th Edition (WJ-IV COG) were used to assess 21 students attending a suburban high school in New Jersey. Results indicated there is a relationship between cognitive processing speed and boost from extended time on the Vocabulary subtest (r = -.38) and a relationship between reading rate and performance on the Letter-Pattern Matching test (r = .37). Results indicated there is not a relationship between reading rate or overall cognitive processing speed and boost from extended time on comprehension or general reading ability and there is not a relationship between reading rate and overall cognitive processing speed. Further investigation is needed to determine whether extended time provides a differential boost for students based upon reading fluency or cognitive processing speed.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-n09n-rx58
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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