The Effects of Computer-Assisted Instruction on Number Combination Skill in At-Risk First Graders
By Fuchs, Lynn S.; Fuchs, Douglas; Hamlet, Carol L.; Powell, Sarah R.; Capizzi, Andrea M.; Seethaler, Pamela M.; Journal of Learning Disabilities, Vol. 39, No. 5, pp. 467-475Publication Date: September/October 2006
Study conducted to determine the potential effectiveness of computer-assisted instruction (CAI) to enhance number combination skills among first-grade students at-risk for math and reading disabilities. A secondary purpose of the study was to evaluate the effects of CAI on spelling performance. A total of 33 students participated in the study, and were assigned randomly to math or spelling CAI groups. The CAI was based on the presentation of either spelling words or completing math problems for short-term memory exercises, which the researchers believed would help the students to commit correct responses to their long-term memory. The prototype intervention was called FLASH, as the program would present a question and response for roughly 1.5 seconds. The respondent was then asked to retype either the word or number combination from memory. The participants took part in 50 sessions with FLASH over 18 weeks. The results indicated that math CAI was effective in developing addition skills, though it was not effective in building subtraction number combination skills. The program was also not effective when used with arithmetic story problems. The intervention was effective in developing spelling skills, while it was slightly effective as a reading intervention. Implications for future research based on these results are discussed.
Published by: PRO-ED, Inc. (Website:http://www.proedinc.com)
