Assistive Technology In Dyslexia

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Recommended: Longitudinal study on dyslexia

Learning disabilities are very common among students in today’s society. Some students have specific needs that must be met in order for them to learn, while other students are not getting the help that they need to succeed in the classroom. Reading disabilities, related to the disability of dyslexia (National Center for Learning Disabilities, 2014), can be met with certain assistive technology that can make learning to read easier for the students. A type of assistive technology that helps reading disabilities is an audio book that allows students to hear the book read to them with the option of following along (Raskind & Stanberry, 2010). Audio books allow the students to focus on the purpose of the book; rather than struggling to read the book and focus on what the book is trying to explain. Since this type of assistive technology reads out loud to the students, it can guide them to learn how to read certain words correctly and how to grasp the concepts of the book easier. A specific type of an audio book source is Audible (Raskind & Stanberry, 2010), which allows the user to download and auto book on to a “smartphone, tablet, or desktop” (Audible Inc., 2014, p. 1). This source benefits students because they can listen to book in a classroom setting or they can listen to the book at home, especially when writing a book report. Another type of assistive technology that is rather helpful with students with reading disabilities is “semantic mapping software that enables readers to comprehend narrative story or expository writing elements through graphic depiction” (Bryant& Bryant, 1998, p.8). This type of software allows students to visually see the different aspects and steps of the story or book that led up to the plot of the s... ... middle of paper ... ...Raskind and Stanberry (2010) state, “the auditory feedback may help a student check the accuracy of the keys he presses and verify the answer” (p. 1), which clarifies that these special calculators can positively affect students. A “Flash Master” (Qbukowicz, 2009, p. 16) is similar to flash cards and is used as a game. Just like flash cards, this assistive technology is used to help students memorize different math equations. This device reinforces math concepts for those who struggle with math. This form of assistive technology portrays a math equation, and the student discovers the answer. This piece of technology allows the student to take the device whereever the student goes. The student can even take it home and gain extra practice of math equations. This device exposes the student to a great deal of math equations that can improve their math skills.

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