Describes study that examined the effects of combining word processors, spelling checkers, and spelling drill and practice programs to individualize spelling instruction for fifth- and sixth-grade students. Treatments for the experimental and control groups are explained, selection of software is discussed, and suggestions for software development…

This study, which assessed the effectiveness of microcomputer-assisted instruction in assisting low achieving fourth to sixth graders to attain mathematics and reading mastery, found performance of only one experimental group statistically superior to that of the control groups, but no significant differences in attitudes toward school or sense of…

This study of drill-and-practice computer-assisted instruction (CAI) compares CAI with reinforcement, CAI with formal classroom instruction, and CAI alone to determine which is most effective for gains in achievement. Results are analyzed for remedial students in grades four to eight who studied reading and math, and future research needs are…

An experimental study compared the instructional effectiveness of Logo programming, commercially available software designed to aid composition and problem solving, and traditional teaching methods for low socioeconomic status first-grade students. Both software environments enhanced problem solving performance for a novel task, but Logo was most…

Describes a study of fifth graders that investigated whether types of revision and quality of writing vary for bilingual and monolingual students when using word processors as compared with paper and pencil. Topics discussed include keyboarding skills, bilingualism, and language art skills. (Contains 27 references.) (LRW)

Describes a study of ninth graders that investigated the effects of learner and program control over content review in science-related computer-assisted instruction (CAI). Results of posttests, continuing motivation measures, and attitude questions are discussed; and future research is suggested. (35 references) (LRW)