Initial Learning and Transfer Effects of Microcomputer Drills on LD Students' Multiplication Skills

Abstract

Although application of microcomputer-assisted instruction with learning disabled students is rapidly expanding, only limited research is available on the efficacy of such instruction. The primary purpose of this single-subject design study was to investigate whether learning of multiplication tables via computer programs transfers to paper-and-pencil tasks. Three male and three female fourth-grade LD students participated in the three phases of the study: baseline, microcomputer-assisted instruction, and transfer. Results of the daily 4-minute timings of each subject's multiplication facts indicated that about 12 days' drill and practice on a computer yielded an average gain of 4.7 and 6.1 facts per minute for the girls and boys, respectively, as evidenced by their worksheet performance. Implications for using microcomputer-assisted instruction with LD students are discussed.