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Contrasting Computer Input Devices for Teaching-Children with Severe Learning-Difficulties to Read

Wright, A., Read, P. and Anderson, M. (1992) Contrasting Computer Input Devices for Teaching-Children with Severe Learning-Difficulties to Read. British Journal of Educational Technology, 23 (2). pp. 106-112.

Link to Published Version: http://dx.doi.org/10.1111/j.1467-8535.1992.tb00316...
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Abstract

Many teachers make the assumption that CAL systems which use a touch screen are more effective for children with severe learning difficulties than those which use a concept keyboard. These two experiments look at which is more effective in helping these children to maintain a previously acquired sight vocabulary, and to learn new sight words. It was predicted that the touch screen would prove more effective because it places fewer information processing demands on pupils. Surprisingly, no difference was found between the two systems.

Publication Type: Journal Article
Publisher: Wiley
Copyright: Wiley
URI: http://researchrepository.murdoch.edu.au/id/eprint/27780
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