The Effects of Computer-Assisted Versus Teacher-Directed Instruction on the Multiplication Performance of Elementary Students with Learning Disabilities

The acquisition of multiplication facts by 4 elementary students with learning disabilities was compared under two instructional delivery formats—teacher directed and computer assisted. The two interventions were compared in terms of opportunities to respond and success rate. All students mastered more facts in the teacher-directed condition. In addition, teachers provided many more opportunities to respond and showed a higher success rate than did the software program. Implications of teacher-directed and computer-assisted instruction are discussed in terms of efficacy and feasibility.

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