Date Approved

4-24-1995

Embargo Period

9-12-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

Children with mental disabilities--Education; Computer-assisted instruction

Disciplines

Disability and Equity in Education

Abstract

The effects of computer assisted instruction on the written expressive language of mildly mentally retarded students was investigated. The quality of written work samples produced using paper and pencil was determined and compared to the quality of the expressive language samples produced on the computer after computer assisted instruction was implemented. Attitude toward writing with both modes of expression was measured. The results indicated that computer assisted instruction improved the quality of written expressive language in the areas of product length, legibility and mechanical construction. It did not significantly improve the content, complexity or thematic maturity of ideas produced on the computer after instruction. The findings are not congruent with the general theory that computer assisted instruction broadly improves written expressive products of mildly mentally retarded youngsters. However, teacher research does support the position that computer assisted instruction improves composition length, legibility and mechanical construction.

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