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Learning Disabled Students' Engaged Time and Classroom Interaction: The Impact of Computer Assisted Instruction
ARTICLE

Journal of Educational Computing Research Volume 2, Number 2, ISSN 0735-6331

Abstract

Naturalistic observation techniques were used with 24 9- to 12-year-old learning disabled students to investigate two sets of variables that might influence achievement differences between computer-assisted instruction and seatwork: engagement rate and interactions with teachers and peers. Implications for research and microcomputer implementation in special education settings are discussed. (MBR)

Citation

MacArthur, C.A. (1986). Learning Disabled Students' Engaged Time and Classroom Interaction: The Impact of Computer Assisted Instruction. Journal of Educational Computing Research, 2(2), 189. Retrieved September 22, 2019 from .

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