We are also learning that automaticity, the ability to rapidly name things, including letters and numbers, has a big affect on the ability to learn to read fluently. Learning disabilities are real. As for extra time, give it. If the students do not know it, it will not matter. If they do, it might make the difference between passing and failing.
All accommodations do is make the playing field equal.
We all know that the playing field at best is going to be difficult for the quadriplegic, the hearing impaired, the blind, and yes the learning disabled. At this community college, we provide the proctored rooms, transporting tests back and forth to instructors, etc. through our disabled student services program. It certainly seems to me that learning how to learn, which these students are becoming masterful at because they have to, will benefit all of us in the future. This is a vital discussion, and if anyone learns a little more about this from some of the comments made here, then it will have been worthwhile. Thanks Suzann Norton, and JoAnn Busenbark for adding some very thoughtful and mature commentary to the discussion.