A new computer assisted instructional program designed to increase decoding fluency in reading was evaluated for use with 20 learning disabled elementary grade children. After 10 weeks of daily 15-minute practice sessions, subjects showed substantial improvement on words practiced, words never practiced, and reading speed and accuracy. (Author/DB)

The study evaluated the role of instructional design in the field test and revision process for a computer-assisted instructional program with 26 secondary resource room students. Scores significantly favored students receiving the revised program. (Author/DB)

The effectiveness of software use alone or in combination with teacher intervention on the acquisition of multiplication facts was evaluated in a study of a 16-year-old male student with a specific mathematics disability. The computer assisted instruction alone produced only transitory effects, while the combined approach resulted in maintenance…

The research review and survey of 20 teachers of learning disabled (LD) students identified seven components of computer assisted courseware for the LD student considered essential (such as simple directions, an uncluttered screen, and feedback) These components were not consistently found in the courseware evaluated. (Author/DB)

Comparison of two computer-assisted instructional vocabulary programs used with 25 learning disabled high school students indicated that the program utilizing smaller teaching sets and cumulative review exercises was more effective in helping students achieve mastery than the program using a large teaching set and no cumulative reviews. (Author/DB)