Computer Assisted Instruction with Learning Disabled Students: Achievement, Engagement, and other Factors That Influence Achievement

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.

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

Journal of Educational Technology Systems ◽

10.2190/ebnp-6q4w-1bjw-g5hm ◽

1988 ◽

Vol 17 (2) ◽

pp. 115-121 ◽

Cited By ~ 7

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.

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One Point of View: Let the Learning Disabled Learn

The Arithmetic Teacher ◽

10.5951/at.33.5.0002 ◽

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.

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