Assistive Technologies

to Support Students
With Dyslexia
Author: Kara Dawson et al. 
Assistive Technology (AT)
refers to the services and devices that enable people with disabilities to:
- accomplish daily living tasks;
- assist them in communication, education, work, or recreation
activities;
- and ultimately, help them achieve greater independence and enhance
their quality of life
(Dell, Newton, & Petroff, 2016; Individuals With Disabilities
Education Improvement Act [IDEA], 2006).
Dyslexia
- a neurobiological disability characterized by,
but not limited to, challenges with accurate and
fluent reading, word recognition, decoding, and
spelling despite normal cognitive abilities and
access to appropriate instruction (International
Dyslexia Association, 2002).
 The assistive technologies presented in the
article…
• Text-to-speech software
can be beneficial for students with dyslexia who
exhibit weak decoding skills, low levels of
fluency, and strong listening comprehension
skills (Parr, 2013; Wood, Moxley, Tighe, &
Wagner, 2017).
Text-to-speech
Researchers have found that the combination of seeing and
hearing text when reading:
• Improves word recognition
• Increases the ability to pay attention and remember
information while reading
• Allows kids to focus on comprehension instead of
sounding out words
• Increases kids’ staying power for reading assignments
https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/text-to-speech-technology-what-it-is-and-how-it-works
 The assistive technologies presented in the
article…
• e-readers
can improve reading comprehension and reading
speed when text is presented in shorter lines with
more spacing and when key points are highlighted
within on-screen text (Rello, Saggion, & Baeza-
Yates, 2014; Schneps, Thomson, Chen, Sonnert, &
Pomplun, 2013; Schneps, Thomson, Sonnert, et al.,
2013).
E-readers
- handheld electronic devices designed to be used for
reading e-books and similar material.

Digital text can be a motivating factor in increasing student

engagement which leads to higher achievement
(Schlechty, 2002)
 
In a study conducted by Miranda, et al in 2012, after two months of
using e-readers, their respondents said:
• The e-reader has very good books.
• It's cool because it's like a computer.
• I like the dictionary.
• It is easy to use.
• It helps me read faster.
• I like to read more now because the stories are interesting to me.
• I better understand what I read.
“It appears that struggling readers in middle
school understand what they need for
success in reading. They know that
engagement is what it takes to become a
better reader, and technology may hold the
key to such engagement.”
(Miranda, et al , 2012)
 The assistive technologies presented in the
article…
• Read&Write
- is widely adopted in K–12 schools because of its multiple features,
its compatibility with multiple devices (i.e., it can be used as an
extension or an app), and its simplicity.
- provides a toolbar that allows users to select from numerous
options, including many that can support students with dyslexia, such
as options for text-to-speech, speech-to-text, word prediction, and
simplifying the way pages display
How can ATs enhance reading skills
• Help compensate for the learner’s area of difficulty
- A student with dyslexia can benefit from using speech-to-text or audio books to
understand what is read/to practice reading.
How can ATs enhance reading skills
• Help boost the learner’s self-reliance and sense of independence
- ATs help learners work independently instead of relying on the help of a
teacher, parent/guardian, or peer.
How can ATs enhance reading skills
• Help the learner show positive attitudes towards reading
- “Novel technologies” often excite learners
- ATs are very accessible, easily available and very functional
Article 2 Group
       Members: 
              a. Arceo, Teresa V. 
              b. Vitug, Kelly Dayne C. 
              c. Martinez, Rachel R.
              d. Nuqui, Janella M.