A Research Review: How Technology Helps to Improve the Learning Process of Learners with Dyslexia

  • Chai Ting Jing
  • Chwen Jen Chen

Abstract

Dyslexia is a language disorder that leads to difficulty with words and it is the most common type of learning disability. This article presents a systematic review on the current state of assistive technologies used in improving the learning process of learners with dyslexia. A total of 25 journals articles and international conference papers published between 2000 and 2014 were included in the review. The research articles were collected from 12 databases and analyzed based on the qualitative cyclical process. A majority of the studies focused on children and adolescents. Four main themes on the types of technologies used in aiding the learning process of learners with dyslexia are derived and discussed. These include text-to-speech, eye-tracking, virtual learning environments, and games. The text-to-speech technology is the most common type of technology used by learners with dyslexia. In terms of the roles played by the assistive technologies, another four emerging themes are identified, which cover the roles of aiding reading, writing, memory, and mathematics. The review also discovers that a majority of these studies focus on the use of technologies for improving the reading ability of learners with dyslexia.

Keywords: Assistive technology; Dyslexia; Research review; Learning

References

Abdullah, M. H. L., Hisham, S., & Parumo, S. (2009). MyLexics: an assistive courseware for Dyslexic children to learn basic Malay language. ACM SIGACCESS Accessibility and Computing, (95), 3-9.

Ahmad, S. Z., Jinon, N. I., & Rosmani, A. F. (2013, April). MathLexic: An assistive multimedia mathematical learning aid for dyslexia children. In Business Engineering and Industrial Applications Colloquium (BEIAC), 2013 IEEE (pp. 390-394). IEEE.

Al-Edaily, A., Al-Wabil, A., & Al-Ohali, Y. (2013). Dyslexia Explorer: A Screening System for Learning Difficulties in the Arabic Language Using Eye Tracking. In Human Factors in Computing and Informatics (pp. 831-834). Springer, Berlin, Heidelberg.

Arendal, E. & Brandt, A. (2005). @lphatec – A Pilot Study on Outcomes of Computer Assisted Reading and Writing for Adults with Dyslexia. In Assistive Technology: From Virtuality to Reality edited by Pruski, A., & Knops, H. 735-739. Amsterdam, BG: IOS Press.

Chan, S., Foss, B. & Poisner, D. (2009). Assistive Technology for Reading. Intel Technology Journal, 13(3), 168-187.

Kendra, C. (2015). Fluid intelligence vs. crystallized intelligence. Accessed September 14, 2015. http://psychology.about.com/od/cognitivepsychology/a/fluid-crystal.htm

Chiang, H. Y., & Liu, C. H. (2011). Evaluation of the benefits of assistive reading software: Perceptions of high school students with learning disabilities. Assistive Technology, 23(4), 199-204.

Desideri, L., Roentgen, U., Hoogerwerf, E. J., & de Witte, L. (2013). Recommending assistive technology (AT) for children with multiple disabilities: A systematic review and qualitative synthesis of models and instruments for AT professionals. Technology and Disability, 25(1), 3-13.

Diraä, N., Engelen, J., Ghesquière, P., & Neyens, K. (2009). The use of ICT to support students with dyslexia. HCI and Usability for e-Inclusion, 457-462.

Draffan, E. A. (2012). Accessing Maths and Stats by other means. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 7(1).

Draffan, E. A., 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.

Dziorny, M. (2007). Digital Game-based Learning and dyslexia in higher education. TECHNOLOGY AND TEACHER EDUCATION ANNUAL, 18(2), 1189.

Ecalle, J., Magnan, A., Bouchafa, H., & Gombert, J. E. (2009). Computer‐based training with ortho‐phonological units in dyslexic children: new investigations. Dyslexia, 15(3), 218-238.

Lani, F. (2003). Editorial. Journal of Research in Special Educational Needs, 3(3), 139-140.

Freda, C., Pagliara, S. M., Ferraro, F., Zanfardino, F., & Pepino, A. (2008, July). Dyslexia: Study of compensatory software which aids the mathematical learning process of dyslexic students at secondary school and university. In International Conference on Computers for Handicapped Persons (pp. 742-746). Springer, Berlin, Heidelberg.

Habib, L., Berget, G., Sandnes, F. E., Sanderson, N., Kahn, P., Fagernes, S., & Olcay, A. (2012). Dyslexic students in higher education and virtual learning environments: an exploratory study. Journal of Computer Assisted Learning, 28(6), 574-584.

Hornickel, J., Zecker, S. G., Bradlow, A. R., & Kraus, N. (2012). Assistive listening devices drive neuroplasticity in children with dyslexia. Proceedings of the National Academy of Sciences, 109(41), 16731-16736.

Spencer, H. (2015). Building Better Assistive Technology with Open Hardware.” Openscource.com. Accessed September 19, 2015. http://opensource.com/life/15/5/ building-better-assistive-technology-open-hardware

Kalyvioti, K., & Mikropoulos, T. A. (2012). Memory performance of dyslexic adults in virtual environments. Procedia Computer Science, 14, 410-418.

Khakhar, J., & Madhvanath, S. (2010, November). Jollymate: Assistive technology for young children with dyslexia. In Frontiers in Handwriting Recognition (ICFHR), 2010 International Conference on (pp. 576-580). IEEE.

Laabidi, Mohsen, Jemni M., Leila J. B., Ayed, Brahim, H.B. & Jemaa, A. B. (2014). Learning Technology for People with Disabilities. Journal of King Saud University – Computer and Information Sciences, 26, 29-45.

Emily, L. (2014). Understanding Dyslexia. Understood.org. Accessed September 12, 2015. http://www.understood.org/en/ learning-attention-issues/child-learning-disabilities/dyslexia/understanding-dyslexia

Lewis, R. B., & Lewis, R. B. (1998). Assistive technology and learning disabilities: Today's realities and tomorrow's promises. Journal of learning disabilities, 31(1), 16-26.

Malekian, F., & Askari, B. (2013). Investigating the Effect of Multi-sensory Games on Decrease of Male Students’ Dyslexia (Based on Goodman Theory) Specified for Elementary School Second Grade in Aligudarz City. Procedia-Social and Behavioral Sciences, 82, 796-802.

Moe, S., & Wright, M. (2013, July). Can accessible digital formats improve reading skills, habits and educational level for dyslectic youngsters? In International Conference on Universal Access in Human-Computer Interaction (pp. 203-212). Springer, Berlin, Heidelberg.

National Center for Learning Disabilities. 2014. Types of learning disabilities. Accessed August 14, 2015. http://www.ncld.org/types-learning-disabilities

Mpia Ndombo, D., Ojo, S., & O. Osunmakinde, I. (2013). An intelligent integrative assistive system for dyslexic learners. Journal of Assistive Technologies, 7(3), 172-187.

Nelson, A., & Parker, C. (2004). Dyslexia and Voice Recognition Software-Really the Perfect Match? CONTEMPORARY ERGONOMICS, 177-184.

Nolan, C., Gleeson, C., Treanor, D., & Madigan, S. (2015). Higher education students registered with disability services and practice educators: issues and concerns for professional placements. International Journal of Inclusive Education, 19(5), 487-502.

Oakland, T., Black, J. L., Stanford, G., Nussbaum, N. L., & Balise, R. R. (1998). An evaluation of the dyslexia training program: A multisensory method for promoting reading in students with reading disabilities. Journal of learning disabilities, 31(2), 140-147.

Phipps, L., Sutherland, A., & Seale, J. (2002). Access All Areas: disability, technology and learning. TechDis with the Association for Learning Technology.

Rahmani, P. (2011). The efficacy of narrative therapy and storytelling in reducing reading errors of dyslexic children. Procedia-Social and Behavioral Sciences, 29, 780-785.

Rekha, S., Gollapudi, S., Sampath, H., & Indurkhya, B. (2013, July). Read-Aid-an assistive reading tool for children with dyslexia. In International Conference on Universal Access in Human-Computer Interaction (pp. 297-304). Springer, Berlin, Heidelberg.

Rello, L., & Baeza-Yates, R. (2014, April). Evaluation of Dyswebxia: A reading app designed for people with dyslexia. In Proceedings of the 11th Web for All Conference (p. 10). ACM.

Rello, L., Bayarri, C., Otal, Y., & Pielot, M. (2014, October). A computer-based method to improve the spelling of children with dyslexia. In Proceedings of the 16th international ACM SIGACCESS conference on Computers & accessibility (pp. 153-160). ACM.

Rello, L., Kanvinde, G., & Baeza-Yates, R. (2012). A mobile application for displaying more accessible eBooks for people with Dyslexia. Procedia Computer Science, 14, 226-233.

Saviour, P., Padakannaya, P., Nishanimutt, S., & Ramachandra, N. B. (2009). Familial patterns and biological markers of dyslexia. International Journal of Human Genetics, 9(1), 21-29.

Schiavo, G., & Buson, V. (2014). Interactive e-Books to support reading skills in dyslexia. In at IBOOC2014-2nd Workshop on Interactive eBook for Children at IDC.

Schroeders, U., Schipolowski, S., & Wilhelm, O. (2015). Age-related changes in the mean and covariance structure of fluid and crystallized intelligence in childhood and adolescence. Intelligence, 48, 15-29.

Istenic Starcic, A., & Bagon, S. (2014). ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011. British Journal of Educational Technology, 45(2), 202-230.

Tzouveli, P., Schmidt, A., Schneider, M., Symvonis, A., & Kollias, S. (2008, July). Adaptive reading assistance for the inclusion of students with dyslexia: The AGENT-DYSL approach. In Advanced Learning Technologies, 2008. ICALT'08. Eighth IEEE International Conference on (pp. 167-171). IEEE.

Published
2017-11-20
How to Cite
Jing, C. T., & Chen, C. J. (2017). A Research Review: How Technology Helps to Improve the Learning Process of Learners with Dyslexia. Journal of Cognitive Sciences and Human Development, 2(2). https://doi.org/10.33736/jcshd.510.2017