Abstract

This literature review synthesizes the effects of technology-assisted instruction on the learning of students with mild and moderate disabilities for the 1988-95 period. Empirically based findings are discussed in the skill areas of reading, written expression, whole language, and mathematics, and in the content areas of social studies and science. Contains 54 references. (Author/LRW)

Citation

Fitzgerald, G.E. & Koury, K.A. (1996). Empirical Advances in Technology-Assisted Instruction for Students with Mild and Moderate Disabilities. Journal of Research on Computing in Education, 28(4), 526. Retrieved August 11, 2024 from https://www.learntechlib.org/p/82862/.

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Keywords

• Computer Assisted Instruction
• Disabilities
• Elementary Secondary Education
• higher education
• Literature Reviews
• Mathematics Skills
• Reading Skills
• Science Instruction
• social studies
• Whole Language Approach
• Writing skills