Anderson-Inman L, Knox-Quinn C, Horney M A
Center for Advanced Technology in Education, College of Education, University of Oregon, Eugene 97405-5265, USA.
J Learn Disabil. 1996 Sep;29(5):461-84. doi: 10.1177/002221949602900502.
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.
