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ERIC Number: ED324833
Record Type: RIE
Publication Date: 1987-Oct-1
Pages: 142
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Computer Assisted Instruction in Higher Order Skills for Mildly Handicapped Students: Programmatic Research on Design Principles. Final Report.
Carnine, Douglas W.
This report summarizes a series of eight research studies related to the use of computer-assisted instruction (CAI) with mildly handicapped students at the junior high or high school level. Through videodisc and CAI the studies isolated the effects of the following design variables: (1) review cycles; (2) size of teaching sets; (3) explicit strategies; and (4) correction procedures. Studies involved three different kinds of CAI--drill and practice, tutorials, and simulations. Results indicated that properly designed CAI can be effective as an instructional medium if attention is paid to the academic task, the stage of instruction, and the role of the teacher. Detailed reports are presented in the form of preprints or reprints of journal articles with the following titles:"Applying Instructional Design Principles to CAI for Mildly Handicapped Students: Four Recently Conducted Studies" (John Woodward et al.); "Effects of Instructional Design Variables on Vocabulary Acquisition of LD Students: A Study of Computer-Assisted Instruction" (Gary Johnson et al.); "Elaborated Corrective Feedback and the Acquisition of Reasoning Skills: A Study of Computer-Assisted Instruction" (Maria Collins et al.); "Teaching Problem Solving through Computer Simulations" (John Woodward et al.); "The Effectiveness of Videodisc Instruction in Teaching Fractions to Learning-Disabled and Remedial High School Students" (Bernadette Kelly et al.); and "Closing the Performance Gap in Secondary Education" (John Woodward et al.). References accompany each paper. (DB)
Publication Type: Reports - Research; Reports - Evaluative
Education Level: N/A
Audience: Researchers; Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Coll. of Education.
Note: Numerous poorly photocopied pages.