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Article de revue:
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ID no. (ISBN etc.): 00222194
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Clé de citation BibTeX: Fuchs2006
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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), pp. 467–475.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:00 Dernièrement modifiée par: Sterenn Audo 2008-02-13 16:10:30
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Catégories: Apprentissage mathématiques, Full text
Descripteurs: COMPUTER-assisted instruction, LEARNING disabilities, LEARNING disabled -- Services for, MATHEMATICS -- Study & teaching (Elementary), READING disability
Auteurs: Capizzi, Fuchs, Fuchs, Hamlet, Powell, Seethaler
Collection: Journal of learning disabilities
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Nombre de vues: 346
Popularité: 31.57%
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Résumé
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples. [ABSTRACT FROM AUTHOR]
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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