Weir (1987) documented the effectiveness of using computers to develop and assess learning strategies for children with cerebral palsy, autism, or severe learning disabilities. Similarly, Michayluk & Saklofske (1988) have described the use of computers as a socializing agent with hyperactive children. The main theme in this research has been on the creation of learner-centered environments and the development of positive interactions among students (Ryba, Selby, & Nolan, 1995).

Expert tutoring software presents instruction in small, sequential steps, at varying levels of difficulty, and students can use the software independently, working at their own pace. Most critical for the effectiveness of the software with low performing, at-risk, or learning handicapped students, however, is the capacity of the software to analyze performance and give feedback to teachers and students (Bos & Vaughn, 1994; Hofmeister & Lubke, 1988).

Technological tools that provide frequent student feedback motivate learning disabled students to remain cognitively engaged, particularly when corrective feedback is immediately provided (Goldenberg, Russell, & Carter, 1984).

FastForWord Language Training, a game-like environment with a teacher-accessible web-based performance review, was demonstrated to activate regions of the brains of “at-risk” children with dyslexia when they were exposed to the program for 100 minutes, five days a week for eight weeks, as part of their regular school day. The children who received the training “began to function more normally, and their scores went up on a number of language and reading tests” (Temple, et al., 2003). Measures of the program’s effectiveness also included pre and post intervention brain scans of the 20 children who did receive the training and of the 12 who did not. Other studies showed improvements for students with language difficulties on several measures of achievement (Miller, et al., 1999).