The effectiveness of teaching a test-taking strategy on test performance for students with learning disabilities
This study examined the effectiveness of teaching a test-taking strategy to students with specific learning disabilities in a classroom testing situation. Twenty-six students were randomly assigned to a control group or an experimental group based on the algebra class in which they were enrolled. High school students participating in the experimental group were taught a test-taking strategy in conjunction with algebra curriculum on (a) order of operation, (b) evaluation, (c) combining like terms, and (d) distribution. Students in the control group received instruction in the algebra curriculum without additional strategies. The results of the paper indicate that there was an increase in the average test scores of the students in the experimental group, after they were taught the test-taking strategy.