The purpose of this study was to investigate the evidence base for using computer-assisted instruction (CAI) to improve the reading comprehension of students with learning disabilities (LD). Twelve peer-reviewed studies (seven comparison group studies, five single-case studies) met selection criteria and were evaluated according to the relevant What Works Clearinghouse (WWC) procedures and standards. Results showed that seven studies (five comparison group and two single-case studies) met WWC standards with or without reservations. Key instructional features employed in CAI studies meeting the WWC standards without reservations included practice opportunities, self-correction and immediate corrective feedback, teacher-directed instruction, and contingencies for enhancing student motivation and engagement. Implications for future research and suggestions for using quality indicators to improve the rigor of future CAI investigations are discussed.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-11872 |
| Date | 01 July 2017 |
| Creators | Kim, Min Kyung, McKenna, John William, Park, Yujeong |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Source | ETSU Faculty Works |
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