Effects of extending administration time on standardized reading achievement tests

Abstract

The present study was undertaken to investigate whether the Nelson Denny Reading Test's time restrictions may bias the performances of marginal students. A total of 171 subjects including honors students, international students and students with low SAT scores participated in the study. Subjects were randomly assigned to either the regular time treatment group or the extended time treatment group. The results indicated that the standard Nelson‐Denny scores alone may provide biased measures of reading ability. The authors recommend that test makers develop extended time norms.