Effects of Computer-Assisted Instruction on Word and Pseudoword Reading of Reading-Disabled Students

2020 ◽  
pp. 251-267
Author(s):  
Aryan van der Leij
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Disabled Students ◽  
Pseudoword Reading ◽  
Assisted Instruction ◽  
Reading Disabled

Learning Disabled Students' Engaged Time and Classroom Interaction: The Impact of Computer Assisted Instruction

1986 ◽  
Vol 2 (2) ◽  
pp. 189-198 ◽  
Author(s):  
Charles A. Macarthur ◽  
Jacqueline A. Haynes ◽  
David B. Malouf
Keyword(s):  
Classroom Interaction ◽  
Learning Disabled ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Disabled Students ◽  
Teachers And Students ◽  
Assisted Instruction ◽  
Drill And Practice ◽  
The Impact ◽  
Academic Content

The affective, social, and behavioral responses of learning disabled students to computer assisted instruction are important both as significant outcomes themselves and as variables that may influence achievement. This study investigated two sets of variables that might influence achievement differences between computer assisted drill and practice (CADP) and independent seat-work: engaged time and interactions with teachers and peers. Twenty-four learning disabled students in six self-contained classrooms were observed during CADP and seatwork. During CADP, students spent significantly more time attending to academic content (engaged time) and waiting and significantly less time off task. Total time interacting with teachers and peers did not differ, but the type of help students received from teachers and the amount of time teachers and students spent watching were different. Implications for research and implementation of microcomputers in special education settings are discussed.

Effects of Chunked Reading among Learning Disabled Students: An Experimental Comparison of Computer and Traditional Chunked Passages

1988 ◽  
Vol 17 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Clifton A. Casteel
Keyword(s):  
Training Group ◽  
Learning Disabled ◽  
Computer Assisted Instruction ◽  
Experimental Comparison ◽  
Control Group ◽  
Computer Assisted ◽  
Disabled Students ◽  
Reading Material ◽  
Traditional Mode ◽  
Assisted Instruction

Previous studies have indicated that chunking/phrasing of sentences into smaller groups of meaningfully related words enhances retention and comprehension. This investigation was designed to assess the effects of two methods of presenting chunked reading. Thirty learning disabled tenth- and eleventh-grade students were assigned to three groups. One training group received chunked passages displayed on the screen using computer assisted instruction (CAI); the other was administered chunked passages in the traditional mode. The control group used CAI with non-chunked passages. A posttest revealed that the CAI chunked group showed higher gains. However, the CAI chunked group's mean score was not significant when compared to the traditional chunked group. Both chunked groups were superior to the CAI non-chunked group. Thus, it was concluded that separation of reading material into meaningfully related words does significantly enhance reading comprehension and the method of presentation is not significant.

Computer-Assisted Instruction for Learning Developmental Sentence Scoring

1994 ◽  
Vol 3 (3) ◽  
pp. 89-95 ◽  
Author(s):  
Diana L. Hughes ◽  
Marc E. Fey ◽  
Marilyn K. Kertoy ◽  
Nickola Wolf Nelson
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction

Computer assisted instruction effectiveness in maintenance troubleshooting training

1983 ◽  
Author(s):  
Grace P. Waldrop ◽  
V. Tedi White ◽  
Richard E. Reynolds ◽  
Dennis R. Weller
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction

An Intelligent Computer-Assisted Instruction System Designed for Rural Health Workers in Developing Countries

1992 ◽  
Vol 31 (03) ◽  
pp. 193-203 ◽  
Author(s):  
B. Auvert ◽  
V. Gilbos ◽  
F. Andrianiriana ◽  
W. E. Bertrand ◽  
X. Emmanuelli ◽  
...  
Keyword(s):  
Developing Countries ◽  
Decision Support ◽  
Rural Health ◽  
Health Workers ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Instruction System ◽  
Knowledge Based ◽  
Assisted Instruction ◽  
Intelligent Computer

Abstract:This paper describes an intelligent computer-assisted instruction system that was designed for rural health workers in developing countries. This system, called Consult-EAO, includes an expert module and a coaching module. The expert module, which is derived from the knowledge-based decision support system Tropicaid, covers most of medical practice in developing countries. It allows for the creation of outpatient simulations without the help of a teacher. The student may practice his knowledge by solving problems with these simulations. The system gives some initial facts and controls the simulation during the session by guiding the student toward the most efficient decisions. All student answers are analyzed and, if necessary, criticized. The messages are adapted to the situation due to the pedagogical rules of the coaching module. This system runs on PC-compatible computer.

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