Validation of curriculum-based reading passages and comparison of college students with and without dyslexia or ADHD.

Although reading is an essential skill for college success, little is known about how college students with and without disabilities read within their actual college curriculum. In the present article, we report on two studies addressing this issue. Within study 1, we developed and validated curriculum-based oral reading fluency measures using a sample of college students without disabilities (N = 125).

How Is ADHD Assessed and Documented? Examination of Psychological Reports Submitted to Determine Eligibility for Postsecondary Disability.

To examine how ADHD evaluations are documented for postsecondary students requesting disability eligibility. A total of 100 psychological reports submitted for eligibility determination were coded for documentation of () criteria, methods and instruments used in the evaluations, and recommended academic accommodations. Results showed that a minimal number of reports (≤1%) documented that students met all criteria for ADHD.

Test Anxiety Among College Students With Specific Reading Disability (Dyslexia): Nonverbal Ability and Working Memory as Predictors.

Test anxiety and its correlates were examined with college students with and without specific reading disability (RD; n = 50 in each group). Results indicated that college students with RD reported higher test anxiety than did those without RD, and the magnitude of these differences was in the medium range on two test anxiety scales. Relative to college students without RD, up to 5 times as many college students with RD reported clinically significant test anxiety.

Postsecondary ADHD Documentation Requirements: Common Practices in the Context of Clinical Issues, Legal Standards, and Empirical Findings.

Objective: To evaluate the information postsecondary institutions require when determining disability service eligibility for students with reported ADHD.

Method: ADHD documentation requirements of 200 U.S.

Simulated dyslexia in postsecondary students: description and detection using embedded validity indicators.

The current investigation identified characteristics that discriminated authentic dyslexia from its simulation using measures common to postsecondary learning disability evaluations. Analyses revealed accurate simulation on most achievement measures but inaccurate feigning on neurolinguistic processing measures, speed on timed tasks, and error quantity. The largest group separations were on rapid naming, speeded orthographic, and reading fluency tasks.