Abstract
This study was designed to assess the differential effects of the critical features of computer-assisted instruction (CAI) and a more traditional paper-and-pencil approach on automatization of word recognition skills among mildly mentally handicapped and nonhandicapped students.
Teachers' task-specific verbal instruction tailored to the performance of individual learners and moment-by-moment decisions about pacing were critical features of the paper-and-pencil condition which led to greater accuracy. The opportunity for students to monitor their performance and the immediacy of feedback and reinforcement were the inherent qualities of the CAI condition that led to faster responses among the nonhandicapped students. Additional findings revealed that students who were initially slower demonstrated greater gains in response time, irrespective of educational placement.
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