The study provides specific information concerning changes in the types of problem-solving skills learning disabled and nondisabled children employ while working with LOGO. The results suggest that minimally, working in the LOGO programming environment provided children an opportunity to practice already mastered problem-solving skills. However, the results also indicate that programming in the LOGO environment under specific conditions used in this study allowed some children to refine and extend their use of problem-solving skills both within and across computer and noncomputer contexts. Finally, the study provides information concerning the instructional role that may be filled by LOGO.
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