ERIC Number: ED304838
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
Use of Computers. Chapter Ten.
Hasselbring, Ted S.; Goin, Laura I.
This research-based review discusses effective computer applications for students with mental disabilities. Most computer-based instruction currently in use is of a drill-and-practice variety, which is needed to develop fluency in basic academic skills. Studies conducted on math fluency indicate that when students are using counting strategies to solve basic math facts, computer-based drill-and-practice activities do not lead to fluent recall of math facts, but tutorial plus drill activities can lead to fluency. In the area of reading, the scope of existing research is too narrow to draw conclusions about the utility of computer-based practice in remediating overall reading deficiencies, but microcomputers are well-suited for providing extended practice that can lead to increased fluency in decoding skills. Spelling research shows that improved spelling (with an accuracy level of over 90 percent) can result if the computer-based program requires students to use long-term memory, limits the size of the practice set to 20 spelling words, spaces practice over three weeks, and emphasizes speed and accuracy. Use of computers in teaching of writing should include instruction in keyboarding, word processing and idea processing software, and task-specific strategies. Also examined are the use of computers to teach thinking and problem-solving skills, through use of LOGO and simulations. A discussion of computer-managed instruction and monitoring concludes the paper. (JDD)
Descriptors: Basic Skills, Computer Assisted Instruction, Computer Managed Instruction, Decoding (Reading), Drills (Practice), Elementary Secondary Education, Mathematics Instruction, Mental Retardation, Microcomputers, Problem Solving, Reading Instruction, Spelling Instruction, Teaching Methods, Tutorial Programs, Writing Instruction
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Robinsin, Greg A., Ed., and others. "Best Practices in Mental Disabilities. Volume Two"; see EC 212 523.