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Four studies compared different means of presenting spelling words to students. The dependent variable for all studies was the youngsters’ scores on weekly review tests. Experiments I, II, and HI demonstrated that students did better on the weekly review tests when they received a portion of the words each day and were tested daily, than when they received alt words at the beginning of the week and did not have daily tests. Experiment IV indicated that receiving a portion of the words each day without daily testing, was inferior to receiving a portion of the words each day with daily testing, but better than receiving all words at the beginning of the week without daily testing.

In a 1982 report, the Office of Technology Assessment observed that modern society is undergoing profound technological and social changes brought about by what has been called the information revolution. This information revolution has already created major demands for changing education practices and will undoubtedly alter the face of education in the future. The microcomputer is one of the prime movers of the revolution. While the computer has long been capable of facilitating classroom instruction, providing teacher training, and assisting school management and administration, until recently, the expense of computer technology has prevented the wholesale utilization of this resource. Recent advances in the computer industry, however, have resulted in the production of relatively inexpensive commercially available microcomputers that are readily accessible to teachers and students. Although microcomputers appear to have major implications for training special education teachers, there is virtually no empirical information available to guide efforts in this area (Rieth & Semmel, 1979). The available information related to the effectiveness of computer-based instruction in higher education, however, is encouraging. In this paper, we briefly review research on the effectiveness of computer-based instruc