Computer Assisted Development of Number Conservation in Mentally Retarded School Children

Lally, Mike

doi:10.3109/13668258009016112

Cited by 16 publications

(11 citation statements)

References 8 publications

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“…Miller and Miller (1971), working with children with an intellectual disability who were previously unable to read, found that a procedure in which the outline of an object was blended with the contour of the word naming the object was effective in providing transfer of object meaning to the printed word. Use of a "talking" computer to teach associations between written and spoken words was reported by Lally (1981) to be effective in increasing the sight word vocabulary of children with an intellectual disability, when compared with a control group. The increase in vocabulary was maintained over a period of 23 weeks.…”

Section: Instruction In Sight Word Recognitionmentioning

confidence: 95%

Word Recognition and the Nature of Reading Difficulty in Children with An Intellectual Disability: A Review

Jenkinson

1989

International Journal of Disability, Development and Education

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Section: Instruction In Sight Word Recognitionmentioning

confidence: 95%

Word Recognition and the Nature of Reading Difficulty in Children with An Intellectual Disability: A Review

Jenkinson

1989

International Journal of Disability, Development and Education

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“…Computer-assisted collaborative strategic reading Lally (1981) Drill and practice A computer-assisted training program was designed to support conventional teaching instruction Providing positive verbal feedback Not specified Stultz (2008) Instructions, drill and practice, tutorial…”

Section: Researcher-developed Computer Program Designed Based On Evidmentioning

confidence: 99%

Effectiveness of Cognitive Skills-Based Computer-Assisted Instruction for Students With Disabilities

Weng

Maeda

Bouck

2014

Remedial and Special Education

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Computer-assisted instruction (CAI)-also known as computer-based instruction (CBI), computer-based learning (CBL), and computer-based teaching (CBT)-is a type of educational technology that delivers instruction via computer-based technologies or computer programs (Cotton, 1991;Soe, Koki, & Chang, 2000;Valdez et al., 1999). "CAI" is used in this study because it is a more commonly used term than CBT and CBL, and more narrowly defined for instructional purposes than CBI (Kulik & Kulik, 1991). CAI can be adopted by a teacher as a supplement to a lesson, as well as to serve as a tutor (i.e., a stand-alone instruction) providing drill-and-practice, tutorial, problem solving, or simulation activities (

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“…With just teacher instruction or when the teacher used the automated apparatus, the performance of each child improved. Lally (1981) also found that mildly retarded school children increased their sight vocabulary more when the teacher used a computer to supplement the conventional teaching methods than when the computer was not used. The aim of this study was to determine if the computer-assisted instruction was a useful ad junct to the teaching process and not a comparison be tween automated and human instruction.…”

mentioning

confidence: 94%

Comparison of Automated and Human Instruction for Developmentally Retarded Preschool Children

Richmond

1983

Research and Practice for Persons with Severe Disabilities

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Article Descriptorsautomated instruction; human instruction; discrimination training; developmental retardation; preschool classroom; preschool children More speculation than empirical data has been generated on the value automated instruction holds for special education. As automated technology advances, the possibilities for classroom instruction increase. The purpose of the present study was to compare automated instruction with human instruction to teach a visual discrimination.Twenty developmentally retarded preschool children were trained on two discriminations with automated instruction and two discriminations with human instruction. With trials to criterion as the dependent variable, the results showed human instruc tion significantly better than automated instruction (p = .0001). Nine children did reach criterion for both discriminations with automated instruction and therefore showed they could learn a discrimination without the necessity of human interaction. These results are discussed in terms of the value automated instruction may have for classroom instruction with the developmentally retarded student.

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Computer Assisted Development of Number Conservation in Mentally Retarded School Children

Cited by 16 publications

References 8 publications

Word Recognition and the Nature of Reading Difficulty in Children with An Intellectual Disability: A Review

Word Recognition and the Nature of Reading Difficulty in Children with An Intellectual Disability: A Review

Effectiveness of Cognitive Skills-Based Computer-Assisted Instruction for Students With Disabilities

Comparison of Automated and Human Instruction for Developmentally Retarded Preschool Children

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