Computer Assisted Instruction with Learning Disabled Students: Achievement, Engagement, and other Factors That Influence Achievement

The study compared computer assisted instruction (CAI) and paper-and-pencil instruction (PPI) as means of delivering independent spelling practice in classes for learning disabled (LD) students. Forty-four fifth- and sixth-grade LD students worked for four weeks on CAI or PPI spelling programs. The CAI and PPI programs had identical content and similar activities, but differed in instructional design features based on the capabilities of the two media. Important contextual factors were controlled, including the teacher, the teacher's role, time of day, amount of practice time, and proximity to peers and teachers in the classroom. Significant achievement differences favoring the CAI group were found on the weekly spelling tests and on a retention test. In addition, the CAI group had a significantly higher engagement rate, and engagement was positively correlated with average weekly achievement. Recursive path analysis was used to explore further the hypothesis that improved achievement with CAI is mediated by engagement. The path analysis indicated that approximately 31 percent of the difference in achievement between groups was mediated by engagement and another 22 percent by engagement through number of responses.