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PubMed · 8870517

Computer-based study strategies for students with learning disabilities: individual differences associated with adoption level.

L Anderson-Inman·C Knox-Quinn·M A Horney
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Abstract

This article reports results from a study of the use of technology to support students with learning disabilities in the use of effective study strategies. Thirty secondary students were given laptop computers and taught a variety of computer-based study strategies designed to facilitate information recording, organization, and manipulation. Results suggest that students adopted this innovation at three levels: (a) Power Users (skilled, independent users, integrating the computer into their schoolwork); (b) Prompted Users (skilled computer users, but requiring prompting); and (c) Reluctant Users (having limited knowledge and working only under supervision). Intelligence and reading test scores were associated with adoption levels in a statistically significant way.

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AchievementAdolescentAttitude to ComputersChildComputer LiteracyComputer-Assisted InstructionEducation, SpecialFemaleHumansIndividualityIntelligenceLearning DisabilitiesMaleMicrocomputersOregonPilot ProjectsSoftwareJournal ArticleResearch Support, U.S. Gov't, Non-P.H.S.

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L Anderson-Inman, C Knox-Quinn, M A Horney. 1996. Computer-based study strategies for students with learning disabilities: individual differences associated with adoption level.. https://doi.org/10.1177/002221949602900502

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