English, J. P., Gerber, M. M., & Semmel, M. I. (1985). Microcomputer-administered spelling tests:  Effects on learning handicapped and normally achieving students . Journal of Reading, Writing, and Learning Disabilities International , 1 (2), 165–176. https://doi.org/10.1080/0748763850010210

Subjects were administered weekly spelling word lists via the computer for six weeks.

Twenty-one boys attending elementary school participated in this study. Eleven students attended a general education classroom and 10 students were from a self-contained, learning handicapped (LH) classroom. The participants in each group were matched on spelling test achievement.

An overall percent correct score for computer words spelled during the final two practice sessions for the final computer-administered wordlists was calculated for each subject in both matched groups.

Students from the general education classroom generally spelled more words correctly on both practice trials and improved more and took less time on their second trial. Conversely, students from the LH classroom improved very little on the second trial. Results indicate that micro-computer-administered dictation spelling tests may interfere with the cognitive processes required in spelling for LH students or enhance the problem-solving burden these students confront in traditional assessment.