Teachers' use of software for pupils with specific learning difficulties

Abstract Previous research in the USA suggests that teachers use mainly drill and practice software programs to support reading problems for pupils with specific learning difficulties (SpLDs). More recently, holistic and active learning approaches have led to wider use of content free software. A small scale study was undertaken to explore teacher's use of software in supporting pupils' learning. The approach used questionnaires for 56 teachers and interviews for nine of those teachers who had responded. The teaching approach used by teachers was related to the type of software that they used (64 programs were identified). The software was categorised into ‘drill and practice’ and framework groups. The teachers who used whole book approaches to teaching preferred framework software. Teachers using structured approaches made more use of drill and practice software but also used framework software.