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Computer-Based Study Strategies For Students With Learning Disabilities

Individual Differences Associated With Adoption Level

Lynne Anderson-Inman, PhD, is an associate professor of education at the University of Oregon. She is director of the Center for Advanced Technology in Education and director of the Center for Electronic Studying, both in the College of Education. Her research interests include computer-based study strategies, hypermedia reading materials, and the empowering nature of technology for adolescents and adults with special needs.

Carolyn Knox Quinn, Ph.D.

Carolyn Knox-Quinn, PhD, is a research associate at the Center for Electronic Studying at the University of Oregon. Her research interests include collaborative writing in electronic environments, synchronous note taking and expert systems.

Mark A. Horney, Ph.D.

Mark A. Horney, PhD, is a research associate at the Center for Electronic Studying at the University of Oregon. His research interests include hypertext authoring, electronic books, and computer-based study strategies. Address: Lynne Anderson-Inman, Center for Advanced Technology in Education, College of Education, 5265 University of Oregon, Eugene, OR 97405-5265. Internet address: lynneai@oregon.uoregon.edu.

This article reports results from a study of the use of technology to support students with learning disabilities in the use of effective study strategies. Thirty secondary students were given laptop computers and taught a variety of computer-based study strategies designed to facilitate information recording, organization, and manipulation. Results suggest that students adopted this innovation at three levels: (a) Power Users (skilled, independent users, integrating the computer into their schoolwork); (b) Prompted Users (skilled computer users, but requiring prompting); and (c) Reluctant Users (having limited knowledge and working only under supervision). Intelligence and reading test scores were associated with adoption levels in a statistically significant way.

Journal of Learning Disabilities, Vol. 29, No. 5, 461-484 (1996)
DOI: 10.1177/002221949602900502


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