Can learning disabled students effectively use separate answer sheets?
101 regular class and learning disabled students were administered three subtests of the Comprehensive Test of Basic Skills for which all correct answers had been identified in the students’ test booklet. Analysis of the completed separate answer sheets indicated that learning disabled students answered fewer total items than their nondisabled peers but did not differ with respect to percent of items answered correctly. In addition, nonsignificant differences were found for number of answer spaces filled in outside the line. Implications for further research and training are given.
