A computer-based vocabulary program for three categories of student

Two experiments were designed to test the effectiveness of a computer-based vocabulary program. In Experiment One, high school students classified as learning disabled and remedial were given a 60-item pre-test made up of terms normally taught by their teacher. After selecting the 35 most difficult terms, 28 of them were assigned to a computer program involving a pre-test, practice, post-test sequence, and using cumulative review, mouse-controlled responding, and configuring responses to focus student attention. Seven terms were designated as control items by placing them in post-tests but not in the computer program. Students were given three computer sessions on consecutive school days, with a written multiple-choice post-test following each session. Results indicated a significant gain on computer items after the second computer session for the youngsters with learning disabilities, and after the first session for remedial pupils. Performance on control items did not improve across measures for either group.
In Experiment Two, a pre-test/post-test control group design was arranged to investigate the effects of the same computer program used to teach health terms to general education high school students. The results were similar to those of the first experiment.