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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ527700
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
The Effects of Computer-Assisted versus Teacher-Directed Instruction on the Multiplication Performance of Elementary Students with Learning Disabilities.
Wilson, Rich; And Others
Journal of Learning Disabilities, v29 n4 p382-90 Jul 1996
The acquisition of multiplication facts by four elementary students with learning disabilities was compared under two instructional delivery formats--teacher directed and computer assisted. 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. (Author/DB)
Descriptors: Arithmetic, Computer Assisted Instruction, Efficiency, Elementary Education, Instructional Effectiveness, Learning Disabilities, Mathematics Instruction, Multiplication, Teacher Effectiveness, Teacher Role, Teaching Methods
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special series: Technology.