Effects of Computer-Assisted Instruction on the Mathematics Performance of Students with Learning Disabilities: A Synthesis of the Research

References

• Adcock, W., Luna, E., Parkhurst, J., Poncy, B., Skinner, C., & Yaw, J. (2010). Effective class-wide remediation: Using technology to identify idiosyncratic math facts for additional automaticity drills. The International Journal of Behavioral Consultation and Therapy, 6, 111–123. doi:10.1037/h0100905
   Google Scholar
• Alresheed, F., Hott, B. L., & Bano, C. (2013). Single subject research: A synthesis of analytic methods. Journal of Special Education Apprenticeship, 2, 1–18.
   Google Scholar
• Archer, A. L, & Hughes, C. A. (2010). Explicit instruction: effective and efficient teaching. New York, NY: Guilford Press.
   Google Scholar
• Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. New York, NY: The Guilford Press.
   Google Scholar
• Bender, W. N. (2001). Learning disabilities: Characteristics, identification and teaching strategies. Boston, MA: Allyn and Bacon.
   Google Scholar
• Bhalla, J. (2013). Computer use by school teachers in teaching-learning process. Journal of Education and Training Studies, 1(2), 174–185. doi:10.11114/jets.v1i2.98
   Google Scholar
• Boone, R., & Higgins, K. (2007): The software √-List: Evaluating educational software for use by students with disabilities. Technology In Action, 3(1), 1–16.
   Google Scholar
• Bouck, E. C., & Flanagan, S. (2009). Assistive technology and mathematics: What is there and where can we go in special education. Journal of Special Education Technology, 24(2), 17–30. doi:10.1177/016264340902400202
   Google Scholar
• *Bryant, B. R., Ok, M. W., Kang, E. Y., Kim, M. K., Lang, R., Bryant, D. P., & Pfannestiel, K. (2015) Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education, 24(2), 255–272. doi:10.1007/s10864-015-9218-z
   Web of Science ®Google Scholar
• Bryant, D. P, Bryant, B. R, & Hammill, D. D. (2000). Characteristic behaviors of students with ld who have teacher-identified math weaknesses. Journal Of Learning Disabilities, 33, 168–177. doi: 10.1177/002221940003300205
   PubMed Web of Science ®Google Scholar
• Burns, M. K., Kanive, R., & DeGrande, M. (2012). Effect of a computer-delivered math fact intervention as a supplemental intervention for math in third and fourth grades. Remedial and Special Education, 33(3), 184–191. doi:10.1177/0741932510381652
   Web of Science ®Google Scholar
• Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. doi:10.1016/j.edurev.2013.01.001
   Web of Science ®Google Scholar
• *Christensen, C. A., & Gerber, M. M. (1990). Effectiveness of computerized drill and practice games in teaching basic math facts. Exceptionality, 1, 149–165. doi:10.1080/09362839009524751
   Google Scholar
• *Cihak, D. F., & Bowlin, T. (2009). Using video modeling via handheld computers to improve geometry skills for high school students with learning disabilities. Journal of Special Education Technology, 24(4), 17–29. doi:10.1177/016264340902400402
   Google Scholar
• Clark, R. (1983). Reconsidering research on learning from media. Review of Educational Research, 53, 445–459. doi:10.2307/1170217
   Web of Science ®Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Cooper, H. (1998). Synthesizing research: A guide for literature reviews. Thousand Oaks, CA: Sage.
   Google Scholar
• Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The handbook of research synthesis and meta-analysis (2nd ed.). New York, NY: Russell Sage Foundation.
   Google Scholar
• Cozad, L. E., & Riccomini, P. J. (2016). Effects of digital-based math fluency interventions on learners with math difficulties: A review of the literature. The Journal of Special Education Apprenticeship, 5(2), 1–19.
   Google Scholar
• Deshler, D. D., Schumaker, J. B., Lenz, B. K., Bulgren, J. A., Hock, M. F., Knight, J., & Ehren, B. J. (2001). Ensuring content-area learning by secondary students with learning disabilities. Learning Disabilities Research & Practice, 16(2), 96–109. doi:10.1111/0938-8982.00011
   Google Scholar
• Devisir, K., & Kalaimathi, H. D. (2016). Effect of CAI on the achievement of information technology. Raleigh, NC: Lulu Publication.
   Google Scholar
• Fitzgerald, G., Koury, K., & Mitchem, K. (2008). Research on computer-mediated instruction for students with high incidence disabilities. Journal of Educational Computing Research, 38(2), 201–233. doi:10.2190/EC.38.2.e
   Web of Science ®Google Scholar
• Fuchs, L. S., Fuchs, D., Hamlet, C. L., Powell, S. R., Capizzi, A. M., & Seethaler, P. M. (2006). The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of Learning Disabilities, 39(5), 467–475. doi:10.1177/00222194060390050701
   PubMed Web of Science ®Google Scholar
• Geary, D. C. (2003). Learning disabilities in arithmetic: Problem solving differences and cognitive deficits. In H. Swanson, K. R. Harris, & S. Graham (Eds.). Handbook of learning disabilities (pp. 199–212). New York, NY: Guilford Press.
   Google Scholar
• Geary, D. C. (2011). Cognitive predictors of individual differences in achievement growth in mathematics: A five year longitudinal study. Developmental Psychology, 47, 1539–1552. doi:10.1037/a0025510
   PubMed Web of Science ®Google Scholar
• Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78, 1343–1359. doi:10.1111/j.1467-8624.2007.01069.x
   PubMed Web of Science ®Google Scholar
• *Howell, R., Sidorenko, E., & Jurica, J. (1987). The effects of computer use on the acquisition of multiplication facts by a student with learning disabilities. Journal of Learning Disabilities, 20, 336–341. doi:10.1177/002221948702000606
   PubMed Web of Science ®Google Scholar
• Harris Poll. (2015, June). Pearson student mobile device survey 2015: National report: Students in grades 4–12. Retrieved from http://www.pearsoned.com/wp-content/uploads/2015-Pearson-Student-Mobile-Device-Survey-Grades-4-12.pdf
   Google Scholar
• Hughes, C. A., & Maccini, P. (1996). Computer-assisted mathematics instruction for students with learning disabilities: A research review. Learning Disabilities, 8(3), 155–166.
   Google Scholar
• Hughes, C. A, & Maccini, P. (1997). Computer-assisted mathematics instruction for students with learning disabilities: a research review. Learning disabilities: A multidisciplinary journal, 8(3), 155-166.
   Google Scholar
• *Irish, C. (2002). Using peg- and keyword mnemonics and computer-assisted instruction to enhance basic multiplication performance in elementary students with learning and cognitive disabilities. Journal of Special Education Technology, 17(4), 29–40. doi:10.1177/016264340201700403
   Google Scholar
• Kanive, R., Nelson, P., Burns, M. K., & Ysseldyke, J. (2014). Comparison of the effects of computer-based practice and conceptual understanding intervention on mathematics fact retention and generalization. The Journal of Educational Research, 107, 83–89. doi:10.1080/00220671.2012.759405
   Web of Science ®Google Scholar
• *Koscinski, S. T., & Gast, D. L. (1993). Computer-assisted instruction with constant time delay to teach multiplication facts to students with learning disabilities. Learning Disabilities Research and Practice, 8(3), 157–168.
   Google Scholar
• Mabbott, D. J., & Bisanz, J. (2008). Computational skills, working memory and conceptual knowledge in old children with mathematics learning disabilities. Journal of Learning Disabilities, 41(1), 15–28. doi:10.1177/0022219407311003
   PubMed Web of Science ®Google Scholar
• Maccini, P., Gagnon, J. C., & Hughes, C. A. (2002). Technology-based practices for secondary students with learning disabilities. Learning Disability Quarterly, 25, 247–261. doi:10.2307/1511356
   Web of Science ®Google Scholar
• Mancl, D. B., Miller, S. P., & Kennedy, M. (2012). Using the concrete-representational-abstract sequence with integrated strategy instruction to teach subtraction with regrouping to students with learning disabilities. Learning Disabilities Research & Practice, 27(4), 152–166. doi:10.1111/j.1540-5826.2012.00363.x
   Web of Science ®Google Scholar
• Marino, M. T., Tsuruski, B. K., & Basham, J. D. (2011). Selecting software for students with learning and other disabilities. Science Teacher, 78(3), 70–72.
   Google Scholar
• Mastropieri, M. A., Scruggs, T. E., & Shiah, S. (1991). Mathematics instruction for learning disabled students: A review of research. Learning Disabilities Research & Practice, 6, 89–98.
   Google Scholar
• *McDermott, P. A., & Watkins, M. W. (1983). Computerized vs. conventional remedial instruction for learning-disabled pupils. The Journal of Special Education, 17, 81–88. doi:10.1177/002246698301700110
   Web of Science ®Google Scholar
• *Moore, B. M. (1988). Achievement in basic math skills for low performing students: A study of teacher’s affect and CAI. Journal of Experimental Education, 57,38–44. doi:10.1080/00220973.1988.10806494
   Web of Science ®Google Scholar
• National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
   Google Scholar
• National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington, DC: Authors. Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
   Google Scholar
• Nirvi, S. (2011). Special education pupils find learning tool in iPad applications. Education Week, 30(22), 16–17.
   Google Scholar
• *Nordness, P. D., Haverkost, A., & Voberding, A. (2011). An examination of hand-held computer-assisted instruction on subtraction skills for second grade students with learning and behavioral disabilities. Journal of Special Education Technology, 26(4), 15–24. doi:10.1177/016264341102600402
   Google Scholar
• Note. * indicate studies that qualified for this review.
   Google Scholar
• Office of Technology Assessment (OTA). (1995). Teachers and technology: Making the connection. Washington, DC: US Government Printing Office.
   Google Scholar
• *Okolo, C. M. (1992a). The effects of computer-based attribution retraining on the attributions, persistence, and mathematics computation of students with learning disabilities. Journal of Learning Disabilities, 25(5), 327–334. doi:10.1177/002221949202500507
   PubMed Web of Science ®Google Scholar
• *Okolo, C. M. (1992b). The effect of computer-assisted instruction format and initial attitude on the arithmetic facts proficiency and continuing motivation of students with learning disabilities, Exceptionality, 3, 195–211. doi:10.1080/09362839209524815
   Google Scholar
• *Ok, M. W., & Bryant, D. P. (2016). Effects of a strategic intervention with iPad practice on the multiplication fact performance of 5th grade students with learning disabilities. Learning Disability Quarterly, 39(3), 146–158. doi:10.1177/0731948715598285
   Web of Science ®Google Scholar
• Ok, M. W, Kim, M. K, Kang, E. Y, & Bryant, B. R. (2016). How to find good apps: an evaluation rubric for instructional apps for teaching students with learning disabilities. Intervention in School and Clinic, 51(4), 244–252. doi:10.1177/1053451215589179
   Web of Science ®Google Scholar
• Ok, M. W, & Kim, W. R. (2017). Use of ipads and ipods for academic performance and engagement of prek–12 students with disabilities: a research synthesis. Exceptionality, 25(1), 54-75. doi: 10.1080/09362835.2016.1196446
   Web of Science ®Google Scholar
• Okolo, C. M., Bahr, C. M., & Rieth, H. J. (1993). A retrospective view of computer-based instruction. Journal of Special Education Technology, 12, 1–27. doi:10.1177/016264349301200101
   Google Scholar
• Parker, R. I., & Vannest, K. J. (2009). An improved effect size for single case research: Non-overlap of all pairs (NAP). Behavior Therapy, 40, 357–367. doi:10.1016/j.beth.2008.10.006
   PubMed Web of Science ®Google Scholar
• Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect size in single case research: A review of nine non-overlap techniques. Behavior Modification, 35, 302–322. doi:10.1177/0145445511399147
   Web of Science ®Google Scholar
• Sacks, H. S., Reitman, D., Pagano, D., & Kupelnick, B. (1996). Meta-analysis: An update. Mount Sinai Journal of Medicine, 63, 216–224
   PubMedGoogle Scholar
• Seo, Y., & Bryant, D. P. (2009). Analysis of studies of the effects of computer-assisted instruction on the mathematics performance of students with learning disabilities. Computers & Education, 53, 913–928. doi:10.1016/j.compedu.2009.05.002
   Web of Science ®Google Scholar
• *Shiah, R., Margo, A. M., Thomas, E. S., & Fulk, B. J. M. (1994–1995). The effects of computer-assisted instruction on the mathematical problem solving of students with learning disabilities. Exceptionality, 5(3), 131–161. doi:10.1207/s15327035ex0503_2
   Google Scholar
• *Shin, M., & Bryant, D. P. (2017). Improving the fraction word problem solving of students with mathematics learning disabilities: Interactive computer application. Remedial and Special Education, 38(2), 76–86. doi:10.1177/0741932516669052
   Web of Science ®Google Scholar
• Slavin, R. E., & Lake, C. (2008). Effective programs in elementary mathematics: A best evidence synthesis. Review of Educational Research, 78(3), 427−455. doi:10.3102/0034654308317473
   Web of Science ®Google Scholar
• *Stultz, S. L. (2013). The effectiveness of computer-assisted instruction for teaching mathematics to students with specific learning disability. The Journal of Special Education Apprenticeship, 2(2), 1–13.
   Google Scholar
• Swanson, H. E., & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68(3), 227–321. doi:10.3102/00346543068003277
   Web of Science ®Google Scholar
• Swanson, H. L. (1999). Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research & Practice, 14(3), 129–140. doi:10.1207/sldrp1403_1
   Google Scholar
• Swanson, H. L. (2006). Cross-sectional and incremental changes in working memory and mathematical problem solving. Journal of Educational Psychology, 98(2), 265–281. doi:10.1037/0022-0663.98.2.265
   Web of Science ®Google Scholar
• Tingir, S., Cavlazoglu, B., Cliskan, O., Koklu, O., & Intepe-Tingir, S. (2017). Effects of mobile devices on K-12 students’ achievement: A meta-analysis. Journal of Computer Assisted Learning, 33, 355–369. doi:10.1111/jcal.12184
   Web of Science ®Google Scholar
• *Trifiletti, J. J., Frith, G. H., & Armstrong, S. (1984). Microcomputers versus resource rooms for LD students: A preliminary investigation of the effects on math skills. Learning Disability Quarterly, 7, 69–76. doi:10.2307/1510263
   Web of Science ®Google Scholar
• U.S. Department of Education, National Center for Education Statistics. (2010). Educational technology in U.S. public schools: Fall 2008. Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=46
   Google Scholar
• Vrasidas, C., & Glass, C. V. (Eds.). (2010). Preparing teachers to teach with technology. Current perspectives on applied information technologies. Greenwich, CT: Information Age Publishing.
   Google Scholar
• *Watkins, M. W., & Webb, C. (1981). Computer assisted instruction with learning disabled students. Educational Computer Magazine, 1, 24–27.
   Google Scholar
• *Wilson, R., Majsterek, D., & Simmons, D. (1996). The effects of computer-assisted versus teacher-directed instruction on the multiplication performance of elementary students with learning disabilities. Journal of Learning Disabilities, 29(4), 382–390. doi:10.1177/00222194960290040
   PubMed Web of Science ®Google Scholar
• Woodward, J., & Carnine, D. (1993). Uses of technology for mathematics assessment and instruction: Reflection on a decade of innovations. Journal of Special Education Technology, 7, 38–48 doi:10.1177/016264349301200103
   Google Scholar
• Woodward, J., & Rieth, H. (1997). A historical review of technology research in special education. Review of Educational Research, 67(4), 503–536. doi:10.2307/1170519
   Web of Science ®Google Scholar
• Xie, J., Basham, J. D., Marino, M. T., & Rice, M. F. (2018). Reviewing research on mobile learning in K-12 educational settings: Implications for students with disabilities. Journal of Special Education Technology, 33(1), 27–39. doi:10.1177/0162643417732292
   Web of Science ®Google Scholar
• *Xin, Y. P., Si, L., Hord, C., Zhang, D., Cetinas, S., & Park, J. Y. (2012). Conceptual model-based problem solving that facilitates algebra readiness: An exploratory study with computer-assisted instruction. Learning Disabilities: A Multidisciplinary Journal, 18(2), 71–85.
   Google Scholar
• Xin, Y. P., Tzur, R., Hord, C., Liu, J., Park, J. Y., & Si, L. (2017). An intelligent tutor-assisted mathematics intervention program for students with learning difficulties. Learning Disability Quarterly, 40(1), 4–16. doi:10.1177/0731948716648740
   Web of Science ®Google Scholar