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The Test‐Taking Strategy Intervention for College Students with Learning Disabilities
Author(s) -
Holzer Mary LaFrance,
Madaus Joseph W.,
Bray Melissa A.,
Kehle Thomas J.
Publication year - 2009
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2008.01276.x
Subject(s) - psychology , test (biology) , test anxiety , learning disability , intervention (counseling) , anxiety , task (project management) , mathematics education , study skills , developmental psychology , applied psychology , clinical psychology , medical education , medicine , psychiatry , paleontology , management , economics , biology
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.