Specific Learning Disorder with impairment in reading (SLD-R) is the most widely diagnosed neurodevelopmental disorder. Individuals with SLD-R face many academic, social, and work challenges. To alleviate these difficulties, accommodations are provided, the most common being extended time for tests. The literature on extended time efficacy for SLD-R is mixed, with some research in support of extended time efficacy while other results range from no benefit to benefit for all populations. While outcomes differ, the majority of research shows that a standardized measure of extended time efficacy is necessary to determine an individual's level of needed accommodation. An alternate administration method of the Nelson Denny Reading Test is proposed in order to provide a specific and standardized measure within a stand-alone journal article created to be submission-ready for peer review. This novel administration technique will combine current standard and extended time conditions, and allow examiners to compare their client's abilities to age and grade matched individuals. Lastly, recommendations and limitations for this new administration method are discussed, and publication criteria for five journals to which I plan to submit this stand-alone article are reviewed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]