A Review on Assistive Technologies for Students with Dyslexia

El uso de la tecnología de apoyo (T.A.) en la enseñanza del inglés al alumnado con necesidad específica de apoyo educativo (NEAE) en tiempos de Covid-19

“…Existen numerosos estudios sobre el uso de la T.A. en el aprendizaje del inglés, dependiendo de las necesidades educativas especiales del alumnado, del nivel y del contexto, por ejemplo para estudiantes con dislexia (Lerga et al, 2021), ADHD (Black & Hattingh, 2020), discapacidad visual o auditiva (Domagała-Zyśk , 2013;Kaperman et al, 2018), discapacidad psicológica (Alemi & Bahramipour, 2019), etc. Las investigaciones hasta la fecha se han centrado en el impacto que dicho uso ha tenido sobre el desarrollo de las competencias en distintas destrezas y componentes lingüísticos, por ejemplo, en el vocabulario (Mohamed & Sahaaban, 2021), en la gramática (Huang, 2020), en las competencias orales y aurales (González, 2020) y también en las escritas (Hicham & Bachir, 2020).…”

Towards Consensus on Good Practices for the Use of New Technologies for Intervention and Support in Developmental Dyslexia: A Delphi Study Conducted among Italian Specialized Professionals

“…In recent years, high-tech technologies were adopted in studies regarding learning disorders, for instance text-to-speech and speech-to-text applications for the empowerment of reading and writing skills [ 5 ]. Technologies may support the learning process, giving more opportunity to practice, providing immediate feedback and an individualized and flexible learning environment [ 4 , 6 ].…”

“…Several studies underlined the effects of technology on students with and without special needs, such as students with learning disorders [ 5 , 6 , 17 ].…”

“…Standard treatment methods use a classic paper and pencil format, but children may find such exercises boring or too repetitive. Technology represents great support for dyslexic children in order to achieve their educational goals [ 6 , 16 , 17 , 24 ]. A recent review has reported improvements in reading, writing, and calculation skills following the use of technological tools in children with learning disorders [ 5 ].…”

“…When designing ICT tools, one should take into consideration, for example, font types and sizes or screen colors that facilitate reading [ 5 , 30 ]. Even though all of the ICT tools are considered to be useful, there are still few studies on the use and effects of artificial intelligence, augmented reality, and virtual reality [ 6 ].…”