Idor Svensson|Thomas Nordström|Emma Lindeblad|Stefan Gustafson|Marianne Björn|Christina Sand|Gunilla Almgren/Bäck|Staffan Nilsson
Effects of assistive technology for students with reading and writing disabilities
Linnaeus University|Linnaeus University|Linnaeus University|Linköping University|Linnaeus University|Linnaeus University|Linnaeus University|Chalmers University of Technology
background assistive technology used mitigate reading disabilities almost three decades tablets texttospeech speechtotext apps introduced recent years scaffold reading writing scientifically rigorous studies however investigated benefits technologypurpose aim explore effects assistive technology students severe reading disabilitiesmethod study included 149 participants intervention group received 24 sessions assistive technology training control group received treatment usualresults intervention control groups improved much 1 year normed population however gains differ groups directly intervention 1 year followupconclusions use assistive technology seems transfer effects reading ability supportive especially students severe difficulties addition increases motivation overall schoolwork experience also highlights obstacles involved measuring ability assimilate communicate textimplications rehabilitationsassistive technology useful children reading disabilities assimilating text well boosting readingchildren reading disability using increased reading performance much norm group ie students enhanced reading ability despite training traditional reading remediationchildrens adolescents motivation schoolwork boosted using complement reading writing disabilities