The study compared basic and elaborated corrections within the context of otherwise identical computer-assisted instruction (CAI) programs that taught reasoning skills. Twelve learning disabled and 16 remedial high school students were randomly assigned to either the basic-corrections or elaborated-corrections treatment. Criterion-referenced test scores were significantly higher for the elaborated-corrections treatment on both the post and maintenance tests and on the transfer test. Time to complete the program did not differ significantly for the two groups.
Get full access to this article
View all access options for this article.
References
1.
CarnineD. (1980). Phonics versus whole-word correction procedures following phonic instruction. Education and Treatment of Children, 3(4), 323–330.
2.
CherkesM. (1979). Using logic in special classrooms. Academic Therapy, 15(2), 165–171.
3.
CollinsM. (1984). The effectiveness of computer-delivered correction procedures on low-performing secondary student's reasoning skills. Unpublished Doctoral Dissertation, University of Oregon, Eugene.
4.
CookT. D., & CampbellD. T. (1979). Quasi-experimentation: Design and analysis issues for field studies. Chicago: Rand McNally.
EnglertC. (1984). Effective direct instruction practices in special education settings. Remedial and Special Education, 5(2), 38–47.
7.
GerstenR.CarnineD., & WilliamsP. (1982). Measuring implementation of a structured educational model in an urban school district: An observation approach. Education Evaluation and Policy Analysis, 4, 67–74.
8.
GleasonM.GerstenR.GlangA.KellyB.KinderD., & GurneyD. (1985). Observational study of beginning special teacher education teachers performance. Unpublished manuscript, University of Oregon, Eugene.
9.
GoodT., & GrouwsD. (1977). Teaching effects: A process-product study in fourth grade mathematics classrooms. Journal of Teacher Education, 28, 49–54.
10.
GrantL.McAvoyR., & KeenanJ. B. (1982). Prompting and feedback variables in concept programming. Teaching of Psychology, 9(3), 173–177.
11.
JohnsonG.GerstenR., & CarnineD. (1986). Effects of instructional design variables on vocabulary acquisition of LD students; A study of computer-assisted instruction. Manuscript submitted for publication.
12.
KellyB.CarnineD.GerstenR., & GrossenB. (1986). The effectiveness of videodisc instruction in teaching fractions to learning handicapped and remedial students. Journal of Special Education Technology, 8(2), 5–17.
13.
KeppelG. (1982). Design and analysis: A researcher's handbook. Englewood Cliffs, NJ: Prentice-Hall.
14.
LysakowskiR., & WalbergH. (1982). Instructional effects of cues, participation and corrective feedback: A quantitative synthesis. American Educational Research Journal, 19(4), 559–578.
15.
McDonaldF. J., & AllenD. A. (1962). An investigation of presentation, response and correction factors in program instruction. Journal of Educational Research, 55(9), 502–504.
16.
MeyerL. A. (1982). An experimental study of the effects of word analysis and word supply correction procedures during word attack. Reading Research Quarterly, 4, 544–555.
17.
ReithH. J.PolsgroveL., & SemmelM. I. (1981). Instructional variables that make a difference: Attention to task and beyond. Exceptional Education Quarterly, 2(3), 61–71.
18.
SiegelM. A., & CrawfordK. A. (1983). Two-year follow-up study of discrimination learning by mentally retarded children. American Journal of Mental Deficiency, 88(1), 76–78.
19.
SiegelM. A., & MisseltA. L. (1984). Adaptive feedback and review paradigm for computer-based drills. Journal of Educational Psychology, 76, 310–317.
20.
StallingsJ. (1975). Implementation and child effects of teaching practices in Follow Through classrooms. Monographs of the Society for Research in Child Development, 40 (7–8), Serial number 163.
21.
StevensR., & RosenshineB. (1981). Advances in research on teaching. Exceptional Education Quarterly, 2, 1–9.
22.
WinklerJ.ShavelsonR.StaszC.RobynA., & FeibelW. (1984). How effective teachers use microcomputers for instruction. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA.
23.
WoodwardJ.CarnineD.GerstenR.GleasonM.JohnsonG., & CollinsM. (1986). Instructional design principles for CAI: A summary of four studies. Journal of Special Education Technology, 7(11), 107–118.
