Computerized vs. Conventional Remedial Instruction for Learning-disabled Pupils
نویسندگان
چکیده
Recent advances in microelectronics and computer software have rekindled enthusIasm for applications of computer-assisted instruction (CAl) The more salient features of CAl are highly compatible with the major mstructional and curricular principles recommended for learnmg-disabled children. To assess the relative effectiveness of computerized over conventional remedial methods wIth handicapped learners, 205 learning-disabled firstthrough sixth-grade children were assigned to either a mathematics CAlor spelling CAl treatment group or to a conventional-instruction control group. After 1 school year, posttest achievement indices were gathered through mdividually administered and group-administered standardized tests. Posttest performance was covaried for initial group differences in pretest achievement, IQ, and tIme m remedial Illstruction. Separate repeatedmeasures analyses for individually assessed and group-assessed achievement indicated that gains for the 3 groups were essenua,lly equivalent It was found that certain popular achievement measures may be msensitive to achievement gams in the learnmg disabled
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