The Effects of Speededness on Nonnative English Speakers’ Reading Comprehension Scores on the Test of Adult Basic Education

This study investigated whether extending the time limit on the Test of Adult Basic Education (TABE) reading comprehension subtest would differentially affect the scores of nonnative English speakers’ scores in comparison to native English speakers’ scores. The study also sought to determine whether the test was more speeded for normative English speakers than for native English speakers. The study involved 67 normative speakers and 55 native English speakers in Adult High School, Adult Basic Education, and ESL programs. The results of this study showed no significant difference between the scores of native and nonnative speakers and found no significant difference between the scores of those who took the test under regular time conditions and those who took the test under extended time conditions. However, it was found that the test was more speeded for nonnative speakers than for native speakers.

Thesis Author: Eliason, Stephanie Smith

Year Completed: 1995

Thesis Chair: Mary Lee Scott