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.
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