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Computer-based study strategies for students with learning disabilities: individual differences associated with

L Anderson-Inman1, C Knox-Quinn, M A Horney

  • 1Center for Advanced Technology in Education, College of Education, University of Oregon, Eugene 97405-5265, USA. lynneai@oregon.uoregon.edu

Journal of Learning Disabilities
|September 1, 1996
PubMed
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Technology integration effectively supports students with learning disabilities in developing study strategies. Student adoption of computer-based tools varied, with intelligence and reading scores correlating with usage levels.

Area of Science:

  • Educational Technology
  • Special Education

Background:

  • Students with learning disabilities often require specialized strategies for academic success.
  • Technology offers potential tools to enhance learning and study skills.

Purpose of the Study:

  • To investigate the adoption of computer-based study strategies by secondary students with learning disabilities.
  • To identify factors influencing the integration of technology into study habits.

Main Methods:

  • Thirty secondary students with learning disabilities were provided with laptop computers.
  • Training was delivered on various computer-based strategies for information recording, organization, and manipulation.
  • Student adoption was categorized into Power Users, Prompted Users, and Reluctant Users.

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Main Results:

  • Student adoption of technology-based study strategies occurred at three distinct levels.
  • Intelligence and reading test scores showed a statistically significant association with adoption levels.
  • Power Users independently integrated technology, Prompted Users required guidance, and Reluctant Users needed supervision.

Conclusions:

  • Laptop computer use can be adopted at different levels by students with learning disabilities.
  • Cognitive factors, such as intelligence and reading ability, play a role in technology adoption for study strategies.