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.

CAI Effects on Mathematics Achievement and Academic Self-Concept Seminar

1989 ◽  
Vol 18 (1) ◽  
pp. 43-48 ◽  
Author(s):  
Gary L. Reglin
Keyword(s):  
Mathematics Achievement ◽  
Economic Status ◽  
Computer Assisted Instruction ◽  
Self Concept ◽  
Computer Assisted ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Socio Economic Status ◽  
Mathematics Skills ◽  
Assisted Instruction

An experimental study was conducted to investigate the effects of a computer assisted instruction seminar on mathematics skills for admission to teacher education programs and academic self-concept. The CAI increased the mathematics and academic self-concept scores, especially for low socio economic-status students.

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.

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.

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