Computerized Vs. Conventional Remedial Instruction for Learning-Disabled Pupils

Abstract

Recent advances in microelectronics and computer software have rekindled enthusiasm for applications of computer-assisted instruction (CAI). The more salient features of CAI are highly compatible with the major instructional and curricular principles recommended for learning-disabled children. To assess the relative effectiveness of computerized over conventional remedial methods with handicapped learners, 205 learning-disabled first- through sixth-grade children were assigned to either a mathematics CAI or spelling CAI treatment group or to a conventional-instruction control group. After 1 school year, posttest achievement indices were gathered through individually administered and group-administered standardized tests. Posttest performance was covaried for initial group differences in pretest achievement, IQ, and time in remedial instruction. Separate repeated-measures analyses for individually assessed and group-assessed achievement indicated that gains for the 3 groups were essentially equivalent. It was found that certain popular achievement measures may be insensitive to achievement gains in the learning disabled.