Computer-based study strategies for students with learning disabilities: individual differences associated with adoption level.
This article reports results from a study of the use of technology to support students with learning disabilities in the use of effective study strategies. Thirty secondary students were given laptop computers and taught a variety of computer-based study strategies designed to facilitate information recording, organization, and manipulation. Results suggest that students adopted this innovation at three levels: (a) Power Users (skilled, independent users, integrating the computer into their schoolwork); (b) Prompted Users (skilled computer users, but requiring prompting); and (c) Reluctant Users (having limited knowledge and working only under supervision). Intelligence and reading test scores were associated with adoption levels in a statistically significant way.
Anderson-Inman
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Center for Advanced Technology in Education, College of Education, University of Oregon, Eugene 97405-5265, USA. lynneai@oregon.uoregon.edu
Knox-Quinn
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Horney
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D000124:Achievement; D000293:Adolescent; D001292:Attitude to Computers; D002648:Child; D003197:Computer Literacy; D003194:Computer-Assisted Instruction; D004519:Education, Special; D005260:Female; D006801:Humans; D007206:Individuality; D007360:Intelligence; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D008838:Microcomputers; D009922:Oregon; D010865:Pilot Projects; D012984:Software