Effects of computer-assisted versus teacher directed instruction on the multiplication performance of elementary students with learning disabilities

Examines the effects of computer-assisted versus teacher-directed instruction on the multiplication performance of elementary students with learning disabilities (LD) in the United States. Assignment of math facts to teaching format; Presentation of facts during the lesson; Independent measures; Effectiveness of teacher-directed instruction.

Author: 
Wilson, R., & Majsterek, D.
Year: 
1996
Source: 
Journal of Learning Disabilities, Vol. 29 (4), 382.
Type: 
Related Research
Content Area: 
math
IDEA Disability Category: 
specific learning disability
Instructional Support: 
practice and reinforcement activities