The Effects of Computer-Assisted Instruction on the Mathematical Problem Solving of Students With Learning Disabilities

1994 ◽  
Vol 5 (3) ◽  
pp. 131-161 ◽  
Author(s):  
Rwey-Lin Shiah ◽  
Margo A. Mastropieri ◽  
Thomas E. Scruggs ◽  
Barbara J. Mushinski Fulk
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Computer Assisted Instruction ◽  
Mathematical Problem Solving ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
Assisted Instruction

Student Perception, Mathematical Problem Solving, and Learning Disabilities

1997 ◽  
Vol 18 (1) ◽  
pp. 46-53 ◽  
Author(s):  
Marjorie Montague
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Student Perception ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Difficulty ◽  
Students With Learning Disabilities ◽  
Affect And Cognition ◽  
Perception Of Performance

The purpose of this article is to discuss student perception of mathematical problem solving. Findings from five studies measuring attitude toward mathematics, perception of performance, perception of the importance of mathematical problem solving, and perception of problem difficulty are presented and discussed. Additionally, the interaction of affect and cognition and the implications of this interaction for assessing and teaching mathematical problem solving to students with learning disabilities are discussed.

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.

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