THE EFFECTS OF COMPUTER-ASSISTED VERSUS TEACHER-DIRECTED INSTRUCTION ON THE MULTIPLICATION PERFORMANCE OF ELEMENTARY STUDENTS WITH LEARNING-DISABILITIES

The acquisition of multiplication facts by 4 elementary students with learning disabilities was compared under two instructional delivery fo rmats-teacher directed and computer assisted. The two interventions we re compared in terms of opportunities to respond and success rate. ALI students mastered more facts in the teacher-directed condition. In ad dition, teachers provided many more opportunities to respond and showe d a higher success rate than did the software program. Implications of teacher-directed and computer-assisted instruction are discussed in t erms of efficacy and feasibility.