Research on Computer-Mediated Instruction for Students With High Incidence Disabilities
Journal of Educational Computing Research
Fitzgerald, G., Koury, K., et al. (2008).
Journal of Educational Computing Research, 38(2), 201-233.
This review investigates the effectiveness of computer-based instruction in students, Kindergarten to 12th Grade, with mild and moderate disabilities (e.g., learning disabilities, emotional/behavioral disabilities, intellectual disabilities). Findings were grouped by curricular areas, including reading and writing.
Not stated
1996-2006
Quantitative studies; single-subject studies; qualitative studies
34
Eight of the 34 studies examined a variety of computer-mediated interventions (e.g., mapping software, sight word reading program, comprehension and writing software, speech recognition and word processing software) to target reading skills. Overall, the results were promising with various computer-assisted reading approaches yielding positive results. The authors indicate, however, that the "methodological concerns and insufficient identification of treatment groups ... limit a conclusion that [computer-mediated intervention] has a beneficial effect on the development of reading skills" for students with disabilities (p. 209).
Eleven studies examined the use of computer-mediated interventions to improve written expression skills in students with mild to moderate disabilities. The majority of studies utilized adaptive technology software (e.g., spell checkers, word processing programs) to improve writing skills. Two studies utilized computer-based interventions incorporating scaffolding or graphic organizers. Findings from these studies reported mixed results; thus, the research supporting the use of computer-mediated interventions or adaptive technologies in isolation remains inconclusive.
