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Dyslexia is one of the most common learning disabilities (International Dyslexia Association, 2020). The following articles provide information about research into assistive technologies that may support people with dyslexia. As with many types of AT, the tools in these studies may be beneficial not only for individuals with dyslexia but a much more diverse group of learners.
Each entry below contains the title of the article, a brief summary, and the full citation. Each title and DOI links to the full article.
Dyslexia is one of the most common learning disabilities around the world, but, until recently, Arab countries did not recognize its pervasiveness. In recent years, there has been an increase in the number of dyslexic students, prompting a need to provide these students with assistive technology (AT). While AT was found to greatly improve reading skills and academic success, various social and cultural factors influence the willingness to adopt and employ the use of AT. This research proposes that designers of AT should consider these factors in AT development.
Alsswey, A. H., El-Qirem, F. A., & Tarawneh, M. a. K. A. (2021). Dyslexic Arabic Students in the Arab Countries: A Systematic Review of Assistive Technology Progress and Recommendations. International Journal of Early Childhood Special Education, 13(1), 114–120. https://doi.org/10.9756/int-jecse/v13i1.211014
In light of the COVID-19 pandemic, a host of mobile applications for teaching and learning have been developed and these technologies have been used by a diverse group of people. Many of these apps were designed to support learners with disabilities but also benefit all learners. This study focuses on the development of a mobile assistive application called Individualized Reading Enhancing Application for Dyslexia (IREAD). This software uses text-to-speech technology to improve the reading ability of learners with dyslexia. Preliminary evaluations show positive feedback in the areas of effectiveness, efficiency, overall quality of support, ease of learning, and satisfaction.
Burac, M. a. P., & Cruz, J. D. (2020). Development and Usability Evaluation on Individualized Reading Enhancing Application for Dyslexia (IREAD): A Mobile Assistive Application. IOP Conference Series, 803(1), 012015. https://doi.org/10.1088/1757-899x/803/1/012015
This study focuses on the use of reading interventions to aid in the reading ability of those with acquired dyslexia following a brain injury. Several types of assistive technology including text-to-speech software and features that allow users to alter text size and formatting can help facilitate reading. Exploratory data shows that people with acquired dyslexia may benefit from using these functions.
Caute, A., Cruice, M., Marshall, J., Monnelly, K., Wilson, S. R., & Woolf, C. (2018). Assistive technology approaches to reading therapy for people with acquired dyslexia. Aphasiology, 32(sup1), 40–42. https://doi.org/10.1080/02687038.2018.1489119
In the UK, post-secondary students with dyslexia are provided with assistive technology through a program called Disabled Student Allowance. This study was conducted to determine students' satisfaction with the equipment that they have received. A telephone survey of 455 students showed that while the technology received varied between students, the majority of students received a recording device, text-to-speech software, and concept mapping tools. Ninety percent of respondents express satisfaction with the AT they received.
Draffan, E., Evans, D. G., & Blenkhorn, P. (2007). Use of assistive technology by students with dyslexia in post-secondary education. Disability and Rehabilitation: Assistive Technology, 2(2), 105–116. https://doi.org/10.1080/17483100601178492
Researchers in this study examined the reactions of people with dyslexia when using customizable versions of websites as opposed to their default versions. With the help of assistive technology, users are able to customize the layout of a website to fit their needs. This includes changing features such as font size, font type, and contrast. Results showed that participants interacting with the customizable website experienced fewer issues and enjoyed a better user experience. While the participants in this study were people with dyslexia, this type of AT can be helpful to a diverse range of users.
Kous, K., & Polančič, G. (2019). Empirical Insights of Individual Website Adjustments for People with Dyslexia. Sensors, 19(10), 2235. https://doi.org/10.3390/s19102235
Many students with reading difficulties such as dyslexia struggle with self-esteem. In this study, researchers wanted to investigate if there was a difference in the self-image of students with reading difficulties who were able to use assistive technology to help them read more easily and those who did not use AT. The results of this study show that scores for self-esteem on the Cultural Free Self-Esteem Inventory, 3rd edition for both groups were similar. However, this study involved a small sample size, and researchers recommended further studies to investigate this topic.
Lindeblad, E., Nilsson, S., Gustafson, S., & Svensson, I. (2019). Self-concepts and psychological health in children and adolescents with reading difficulties and the impact of assistive technology to compensate and facilitate reading ability. Cogent Psychology, 6(1). https://doi.org/10.1080/23311908.2019.1647601
This study explains the design of a type of assistive technology that supports reading by using eye tracking to determine the speed of read-aloud technology. This helps users with reading difficulties follow along with the text while they listen to it more easily. One major benefit of this AT over standard read-aloud technology is that it igives users a completely individualized experience. In studies, students using this AT scored higher on a standardized reading assessment.
Schiavo, G., Mana, N., Mich, O., Zancanaro, M., & Job, R. (2021). Attention‐driven read‐aloud technology increases reading comprehension in children with reading disabilities. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12530
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