Abstract
The SPARK-80 Computerized Mathematics System1 was evaluated using children with learning disabilities. The computerized instruction group (n = 12) received 40 minutes per day of SPARK-80 instruction at Radio Shack terminals, whereas the resource instruction group (n = 9) received traditional resource room mathematics instruction from experienced teachers for 40 minutes per day. Mid-year assessment produced significantly greater results for the computerized instruction group compared to the resource instruction group in terms of number of math skills mastered and fluency of problem solving. Moreover, compared to the resource instruction group, the computerized instruction sample produced over twice the yearly gains in achievement and in number of math skills learned. Results were statistically significant at the .05 level.
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