Improving the test-taking skills of learning-disabled students.
16 learning-disabled second- and third-grade students were matched on previous years' achievement scores and grade and assigned at random to experimental and control conditions. Students in the experimental condition were given 8 20-min. sessions of training in test-taking skills particular to the Stanford Achievement Test. Analysis of test scores indicated trained students scored significantly higher on one subtest of a shortened version of the test than students who had not been trained.
D000124:Achievement; D002648:Child; D004519:Education, Special; D004521:Educational Measurement; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male