Courtenay A. Barrett

Only 33% of fourth-grade students achieve standards of reading proficiency (National Assessment of Educational Progress NAEP. 2022) and these students are at heightened risk of experiencing subsequent academic and social difficulties (Connor et al. 2014). School psychologists have the potential to improve reading outcomes for these students by helping schools select evidence-based programs (EBPs) and then supporting their implementation (Aarons et al. 2011; Lyon et al. 2022).

Abstract Extended time for testing is frequently recommended despite the possibility that it may have unintended negative effects. Test process data, now commonly available via computer-based testing programs, can offer objective information about who uses and experiences higher scores when using more than typical testing time.

1 INTRODUCTION Historically marginalized populations, such as those from racially and ethnically minoritized (REM) backgrounds, experience disparate negative outcomes in comparison to their White peers, often beginning during childhood (Franklin et al., 2006).