The Effects of Computer-Assisted Versus Teacher-Directed Instruction on the Multiplication Performance of Elementary Students with Learning Disabilities
Department or Administrative Unit
Center for Teaching and Learning
The acquisition of multiplication facts by 4 elementary students with learning disabilities was compared under two instructional delivery formats—teacher directed and computer assisted. The two interventions were compared in terms of opportunities to respond and success rate. All students mastered more facts in the teacher-directed condition. In addition, teachers provided many more opportunities to respond and showed a higher success rate than did the software program. Implications of teacher-directed and computer-assisted instruction are discussed in terms of efficacy and feasibility.
Wilson, R., Majsterek, D., & Simmons, D. (1996). The Effects of Computer-Assisted Versus Teacher-Directed Instruction on the Multiplication Performance of Elementary Students with Learning Disabilities. Journal of Learning Disabilities, 29(4), 382–390. https://doi.org/10.1177/002221949602900406
Journal of Learning Disabilities
Copyright © 1996, © SAGE Publications
This article was originally published in Journal of Learning Disabilities. The full-text article from the publisher can be found here.
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