A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities
Blankenship, Tracy Lynn
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The following study is an extension of the current literature base which indicates that the use of computer generated cognitive organizers can help to facilitate student learning (Chan, Sung & Chen, 2000; Boon, Burke, Fore & Spencer, in press; Blankenship, Ayres &Langone, 2005). This study compared the use of concept mapping software to the use of using word processing software on student learning of content area material. Four students who are currently served in Special Education at a large suburban high school under one of the following areas: learning disability, deaf or hard of hearing, or other health impairment will participate in the study. An Adapted Alternating Treatments Design (Holcombe, Wolery & Gast, 1994) will be used to evaluate the comparative efficacy of two interventions. The first intervention was the use of a laptop computer with access to word processing software, Microsoft Word 2003, and the second intervention was the use of a laptop computer with access to concept mapping software, Inspiration7. 6. Within each intervention condition the student read a Social Studies passage independently for 15 minutes and used the computer program available to them during that session while reading. Students were then assessed using the dependent measure: a ten question quiz over the material covered in the passage and percent correct data was taken for each measure. It was found that the use of the concept mapping software was not more effective than the use of the word processing software or no computer use.