title: The effects of computer-assisted versus teacher-directed instruction on the multiplication performance of elementary students with learning disabilities.
abstract: 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.
authors.affiliation: Department of Special Education, Bowling Green State University, OH 43403, USA.
authors.forename: R
authors.initials: R
authors.lastname: Wilson
authors.forename: D
authors.initials: D
authors.lastname: Majsterek
authors.forename: D
authors.initials: D
authors.lastname: Simmons
mesh_terms: D000124:Achievement; D002648:Child; D003194:Computer-Assisted Instruction; D004519:Education, Special; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000628:therapy*; D008297:Male; D008433:Mathematics; D011939:Mental Recall; D012984:Software