Extra Examination Time for Students With Learning Disabilities: An Examination of the Maximum Potential Thesis

By G. Zuriff. 2000

109 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Determining Appropriate Accommodations for Postsecondary Students with Reading and Written Expression Disorders (2007, background): “Zuriff (2000) found weak support for the hypothesis that only students with LD beneﬁt from extra time.”
Testing Accommodations for Examinees With Disabilities: A Review of Psychometric, Legal, and Social Policy Issues (2001, background): “On the basis of his review, Zuriff (2000) found only weak support for MPT and, furthermore, noted that several of the studies showing support were methodologically flawed.”
The Role of Extended Time and Item Content on a High–Stakes Mathematics Test (2005, background): “The majority of research using DIF to compare disabled/nondisabled populations is coming out of the K–12 arena (Barton & Finch, 2004; Bielinsky, Thurlow, Ysseldyke, Freidebach, & Freidebach, 2001; Bolt, 2004; Koretz & Hamilton, 1999, 2000).”
Test Accommodations for Students With Disabilities: An Analysis of the Interaction Hypothesis (2005, background): “This hypothesis has also been called the maximum potential thesis (Zuriff, 2000).”
Extended Time Accommodations and the Mathematics Performance of Students With and Without ADHD (2007, methodology): “Numerous investigators have noted that in order for a test accommodation to be valid, it should be specific to persons with a disability (Burns, 1998; Phillips, 1994; Sireci et al., 2003; Zuriff, 2000).”