The Effects of Computer-Assisted Instruction using Kurzweil 3000 on Sight Word Acquisition for Students with Mild Disabilities

The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities

“…The studies by Barbetta et al (1993), Jerome and Barbetta (2005), and Cullen et al (2013) provide support for the use of ASR for students with SLD. Although these studies are focused on elementary aged students, and the studies by Jerome and …”

“…Current research in the field of education supports the use of individualized technology for students with SLD in content area classrooms to: (a) facilitate the acquisition of academic skills (Cullen et al, 2013;Okolo et al, 2011), (b) provide multiple opportunities for practice and learning (Haydon et al, 2013), (c) increase ontask behavior and academic engagement (Haydon et al), and (d) prepare students for work in the 21st century (Izzo, Yurick, Nagaraja, & Novak, 2010) The use of individualized technologies in social studies dates back to 1984 when simulation games were used to teach students about United States expansion and migration (NCSS, 2006;Rose & Ferlund, 1997). Since then, more interactive, engaging technologies have emerged.…”

“…In another study using a computer-based ASR system, Cullen, Keesey, Alber-Morgan, and Wheaton (2013) measured literacy gains of students with SLD and other disabilities. Cullen et al (2013) found that students maintained 80% of the sight words they learned and acquired 15-20 new words after using the ASR strategy.…”

“…Examples of ASR include, but are not limited to, the use of dry erase response boards, classroom electronic clicker systems, and yes/no response cards. ASR is important in today's classrooms because it: (a) increases students' time on-task, (b) builds content area fluency, and (c) reinforces desired behaviors (Axtell, McCallum, Bell, & Poncy, 2009;Cullen, Keesey, Alber-Morgan, & Wheaton, 2013). …”

“…Each student acquired between 15-20 new words, enhancing their reading fluency (Cullen et al, 2013).…”