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Peer reviewedHine, Mary Sue; And Others – Journal of Special Education, 1990
Eleven learning-handicapped students, ages 8-13, generated text at microcomputers both alone and as members of dyads. Examination of mechanical errors revealed a lower error rate in the dyad condition compared to working alone. The relationship between error monitoring and the social interaction needed for collaboration is discussed. (Author/JDD)
Descriptors: Computer Assisted Instruction, Cooperative Learning, Elementary Education, Error Patterns
