Reflections on “the effect of computer‐assisted instruction format and initial attitude on the arithmetic facts proficiency and continuing motivation of students with learning disabilities”

1992 ◽  
Vol 3 (4) ◽  
pp. 255-258 ◽  
Author(s):  
Cynthia M. Okolo
Keyword(s):  
Learning Disabilities ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
Continuing Motivation ◽  
Initial Attitude ◽  
Assisted Instruction ◽  
Instruction Format

The Use of Computer-Assisted Instruction to Improve the Reading Comprehension of Students With Learning Disabilities: An Evaluation of the Evidence Base According to the What Works Clearinghouse Standards

2017 ◽  
Vol 38 (4) ◽  
pp. 233-245 ◽  
Author(s):  
Min Kyung Kim ◽  
John William McKenna ◽  
Yujeong Park
Keyword(s):  
Learning Disabilities ◽  
Comparison Group ◽  
Single Case ◽  
Evidence Base ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
What Works ◽  
What Works Clearinghouse ◽  
Assisted Instruction

The purpose of this study was to investigate the evidence base for using computer-assisted instruction (CAI) to improve the reading comprehension of students with learning disabilities (LD). Twelve peer-reviewed studies (seven comparison group studies, five single-case studies) met selection criteria and were evaluated according to the relevant What Works Clearinghouse (WWC) procedures and standards. Results showed that seven studies (five comparison group and two single-case studies) met WWC standards with or without reservations. Key instructional features employed in CAI studies meeting the WWC standards without reservations included practice opportunities, self-correction and immediate corrective feedback, teacher-directed instruction, and contingencies for enhancing student motivation and engagement. Implications for future research and suggestions for using quality indicators to improve the rigor of future CAI investigations are discussed.

One Point of View: Let the Learning Disabled Learn

1986 ◽  
Vol 33 (5) ◽  
pp. 2
Author(s):  
Nancy Bley
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Point Of View ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Teacher Education Programs ◽  
Students With Special Needs ◽  
The Past ◽  
Assisted Instruction ◽  
Made In

The past ten or fifteen years have produced numerous changes in the field of education, particularly in mathematic. Many advances have been made in teacher education programs, in the use of mechanical aids, and particularly in the area of computers and computer-assisted instruction. At the same time awarenes has increased of the need to deal more effectively with students with special needs, or those more commonly described as having learning disabilities.

The Effect of Active Student Responding during Computer-Assisted Instruction on Social Studies Learning by Students with Learning Disabilities

2005 ◽  
Vol 20 (3) ◽  
pp. 13-23 ◽  
Author(s):  
Annamaria Jerome ◽  
Patricia M. Barbetta
Keyword(s):  
Social Studies ◽  
Student Response ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
Alternating Treatments Design ◽  
Oral Responses ◽  
Computer Mouse ◽  
Active Student Responding ◽  
Assisted Instruction

An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction. Each week for six weeks, five students were provided daily computer-assisted instruction on 21 unknown facts divided randomly into Clicking-ASR (active responses with computer mouse), Repeating-ASR (active oral responses) or Listening-OT (on task or passive responses). For all five students, Repeating-ASR resulted in more facts correct on same-day, next-day, and one-and two-week maintenance tests. During weeks 7 and 8 with implementation of the best treatment condition, Repeating-ASR produced higher scores than all conditions (including Repeating-ASR) during the first 6 weeks.

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