The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
The Effects of Computer-Assisted Instruction on Number Combination Skill in At-Risk First Graders
Abstract
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.
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Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997) · Developmental Psychology · doi:10.1037/0012-1649.33.3.468 · Cited by 1,077
Effects of schema acquisition and rule automation on mathematical problem-solving transfer.
Cooper, G., & Sweller, J. (1987) · Journal of Educational Psychology · doi:10.1037/0022-0663.79.4.347 · Cited by 688
Contribution of spelling instruction to the spelling, writing, and reading of poor spellers.
Graham, S., Harris, K. R., & Chorzempa, B. F. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.4.669 · Cited by 299
Woodward, J., & Baxter, J. (1997) · Exceptional Children · doi:10.1177/001440299706300306 · Cited by 112
Cited by
Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading
Graham, S., & Hebert, M. (2011) · Harvard Educational Review · doi:10.17763/haer.81.4.t2k0m13756113566 · Cited by 563
Computer-assisted intervention for children with low numeracy skills
Räsänen, P., Salminen, J., Wilson, A. J., Aunio, P., & Dehaene, S. (2009) · Cognitive Development · doi:10.1016/j.cogdev.2009.09.003 · Cited by 314
Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.1152 · Cited by 54
Dietrichson, J., Filges, T., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Jensen, U. H. (2020) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.1081 · Cited by 33
Metadata
- Authors
- Fuchs, L. S., Fuchs, D., Hamlet, C. L., Powell, S. R., Capizzi, A. M., & Seethaler, P. M.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2006-09
- Volume
- 39
- Issue
- 5
- Pages
- 467-475
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2113237666
- Cited by
- 165
- References
- 4
- FWCI
- 4.27
- Type
- journal article
- Language
- en
- Open access
- closed
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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. https://doi.org/10.1177/00222194060390050701
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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