Computer-Assisted Instruction: Potential and Reality

Students with learning disabilities are identified primarily on the basis of a discrepancy between their ability and achievement (Hammill, 1990; Mercer, King-Sears, & Mercer, 1990). There are many theories regarding the etiology of this discrepancy; however, the fact remains that these students have difficulty achieving at a level commensurate with their ability in one or more subject areas (Berk, 1983). Research continues to seek to identify the presumed neurological bases for the achievement discrepancies of learning disabled students (cf. Bonnet, 1989). However, researchers and practitioners alike recognize that currently the best approach to remediate these achievement discrepancies is to provide systematic instruction tailored to the assessed needs of learning disabled students (Lessen, Dudzinski, Karsh, & Van Acker, 1989).

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