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Review: Computer-mediated instruction for high incidence disabilities

In References on June 30, 2009 at 8:04 am

Fitzgerald et al. (2008). Research on computer-mediated instruction for students with high incidence disabilities.

 

The teaching and learning paradigms in general education were rapidly changing, requiring students to use learner-centered approaches, become self-directed learners and demonstrate higher order thinking and problem-solving skills.

Facing these immense learning challenges are students with high incidence disorders in learning disabilities, emotional/behavioral disorders, and mental retardation, who have poor information-seeking and organization skills, reading and writing difficulties, and problems with cognitive focus.

They have difficulties learning standard curriculum because of inadequate prerequisite skills and poor group learning skills and from demands inherent in the structure and content of curriculum itself.

 

Traditional research studies in the basic skills areas compared student performance with or without some form of computer assistance. With the shift from educating students with high incidence disabilities in individualized programs in special classes to general education classrooms, the use of CMI had shifted to supporting learners in the general education curriculum and research strategies have moved beyond limited media comparisons (MacArthur  et al., 2001).

The prominent uses of CMI in general education classrooms now require student engagement in learner-centered inquiry, knowledge construct ion, and higher-order thinking and problem solving (Means, 2001).

 

Reading

 

Lee & Vail (2005) studied a computer-based sight word reading recognition program with four students with developmental disabilities, aged 6-8. The study incorporated a constant-time-delay procedure and involved sounds, video, text, and animations. The computer program used a 5-second constant time delay procedure requesting the students to click on the correct word. After 5 seconds elapsed, students received a correct answer prompt and were given a second chance to answer correctly.  A generalization procedure using story books followed. Results suggested that all students acquired their target words and generalized sight word recognition across modes and materials. The study verified previous findings about constant-time-delay for word recognition and added content generalization as a benefit.

 

Blankenship, Ayers, and Langone (2005) studied the effect of computer-based cognitive mapping on reading comprehension of three 9th graders with EBD. The students used the computer program Inspiration for creating cognitive maps of the material they read.

 

Jerome & Barbetta (2005) five students with LD in fifth grade learned social studies facts through three different hypermedia conditions in CAI: clicking on the correct answer, listening to an audio answer, and repeating out loud an audio answer.  Findings suggested tat learning was enhanced by active responding with an oral component, thus supporting continued investigation of speech recognition approaches in CAI and hypermedia.

 

Math

Math computation fluency

Irish (2002)

Wilson, Majsterek, & Simmons (1996)

 

Math problem-solving

Mastropieri, Scruggs, and Shiah (1997) examined the ability of four 8=to 11-year old students with mild MR to learn word problem-solving strategies fro m a CAI tutoring program. Students learned the problem-solving strategies through a computerized tutorial and solved word problems on the computer.

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