An investigation into the relationships between reading rate, processing speed, and extended time
Through 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
... f 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.