The effects of computer-assisted instruction on number combination skill in at-risk first graders
The effects of computer-assisted instruction on number combination skill in at-risk first graders
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DOI：
10.1177/00222194060390050701
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发表时间：
2006-09-01
影响因子：
3
通讯作者：
Seethaler, Pamela M.
中科院分区：
文献类型：
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作者：
Fuchs, Lynn S.;Fuchs, Douglas;Seethaler, Pamela M.
本研究的目的是评估计算机辅助教学（CAI）的潜力，以提高儿童的数学障碍和阅读障碍的风险并发的数字组合技能。第二个目的是检查CAI对拼写的影响。有风险的学生被随机分配到数学或拼写CAI，他们在18周内接受了50次会议。评估了获得和转移效应。结果表明，数学CAI对促进加减法组合技能的发展是有效的，但对促进加减法组合技能的发展并没有产生向算术故事题的迁移。拼写CAI效果是可靠的收购和转让拼写措施，小到中等的影响大小转移到阅读措施。这些结果为更大样本的额外工作提供了基础。
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.