Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Perelmutter, Bogi; McGregor, Karla K.; Gordon, Katherine R.

doi:10.1016/j.compedu.2017.06.005

Cited by 124 publications

(104 citation statements)

References 65 publications

(98 reference statements)

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“…In a recent review by Perelmutter, McGregor and Gordon [16], the authors came to the same conclusion, that is, that research is limited concerning learning disabilities (LD) and assistive technology, especially research with a sufficiently high scientific or 'Gold' standard. Still, a majority of the studies that the authors included in their review [16] showed to be overall beneficical when using assistive technology for adolescents and adults with LD. Interventions based on word-processing, multimedia and hypertext seem to be the most effective, while TTS and STT showed more mixed results.…”

Section: Introductionmentioning

confidence: 99%

“…Nevertheless, so far, a fairly limited number of publications are available which provide evidence that students with reading and writing disabilities who use assistive technology become better readers and writers [2]. In a recent review by Perelmutter, McGregor and Gordon [16], the authors came to the same conclusion, that is, that research is limited concerning learning disabilities (LD) and assistive technology, especially research with a sufficiently high scientific or 'Gold' standard. Still, a majority of the studies that the authors included in their review [16] showed to be overall beneficical when using assistive technology for adolescents and adults with LD.…”

Section: Introductionmentioning

confidence: 99%

“…Because apps on tablets or smartphones have been available only for 10-11 years, however, research has been fairly limited. The benefit of such apps is their accessibility and the reduced risk of associated stigma, which earlier studies have reported [16,19]. In the review by Perelmutter et al [16], only a study conducted by authors [20] used apps on a smartphone or tablet in connection with TTS or STT.…”

Section: Introductionmentioning

confidence: 99%

“…The benefit of such apps is their accessibility and the reduced risk of associated stigma, which earlier studies have reported [16,19]. In the review by Perelmutter et al [16], only a study conducted by authors [20] used apps on a smartphone or tablet in connection with TTS or STT. In that investigation, the students used a multifunctional app (Prizmo) in a tablet to scan texts from a book or newspaper and then make the text listenable via TTS.…”

Section: Introductionmentioning

confidence: 99%

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Effects of assistive technology for students with reading and writing disabilities

Svensson

Nordström

Lindeblad

et al. 2019

Disability and Rehabilitation: Assistive Technology

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Background: Assistive technology has been used to mitigate reading disabilities for almost three decades, and tablets with text-to-speech and speech-to-text apps have been introduced in recent years to scaffold reading and writing. Few scientifically rigorous studies, however, have investigated the benefits of this technology. Purpose: The aim was to explore the effects of assistive technology for students with severe reading disabilities. Method: This study included 149 participants. The intervention group received 24 sessions of assistive technology training, and the control group received treatment as usual. Results: Both the intervention and control groups improved as much in 1 year as the normed population did. However, gains did not differ between the groups directly after the intervention or at 1 year of follow-up. Conclusions: The use of assistive technology seems to have transfer effects on reading ability and to be supportive, especially for students with the most severe difficulties. In addition, it increases motivation for overall schoolwork. Our experience also highlights the obstacles involved in measuring the ability to assimilate and communicate text. ä IMPLICATIONS FOR REHABILITATIONS Assistive technology (AT) can be useful for children with reading disabilities to assimilating text as well as boosting their reading. Children with reading disability using AT increased reading performance as much as a norm group, i.e. the students enhanced their reading ability despite no training in traditional reading remediation. Children's and adolescents' motivation for schoolwork can be boosted when using AT as a complement for those with reading and writing disabilities.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Effects of assistive technology for students with reading and writing disabilities

Svensson

Nordström

Lindeblad

et al. 2019

Disability and Rehabilitation: Assistive Technology

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“…Moreover, digital learning environments also support educational opportunities for all types of learners and provide digitally-enhanced instruction [1][2][3]. Educational researchers from diverse disciplines have been trying to identify the success factors of learning with digital media in higher education for about two decades [4][5][6][7][8][9][10]. One central aim of higher education is to foster students' potential for high-quality accomplishments [11][12][13][14] and support them in applying their knowledge to future challenges in their professional lives [15,16].…”

Section: Introductionmentioning

confidence: 99%

Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes

et al. 2020

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Research on digital learning environments has traditionally applied either an individual perspective or a social perspective to learning. Based on a literature review, we examined to what extent individual or social perspectives determined the learning outcome variables that researchers have used as measurements in existing studies. We analyzed prototypical approaches to operationalize learning settings (individual vs. social) published in peer-reviewed journals and identified their relation to several measures of learning outcomes. We rated n = 356 articles and included n = 246 articles in the final analysis. A total of 159 studies (64.6%) used an individual learning setting, while 87 studies (35.4%) used a social learning setting. As learning outcome measures, we observed self-reports, observable behavior, learning skills, elaboration, personal initiatives, digital activity, and social interactions. The two types of learning settings differed regarding the measurement of elaboration and social interactions. We discuss of the implications of our findings for future research and conclude that researchers should investigate further measures of learning outcomes in digital learning settings.communication and collaboration as well as for learning and knowledge exchange in an appropriate way to become competent and proficient members of a knowledge society. Second, digital learning environments promise to make learning and teaching more effective, for example, by increasing learners' motivation [14,21], adapting to students' prior knowledge [16], or providing the possibility for mobile and ubiquitous learning [22,23].However, the findings of existing studies on the impact of digital media on learning are ambiguous [24][25][26][27]. In general, influencing factors, such as teachers [28,29], prior knowledge [30,31], or the novelty of the particular digital setting [32] seem to have greater effects on learning outcomes than the use of digital media per se. One reason for marginal findings on the effects of digital media in these studies might be that they are highly heterogeneous with regard to measurements and the learning settings that they applied. Therefore, the study presented here summarizes common measurements of variables that capture learning outcomes in existing empirical studies. This contributes to finding a common language of researchers to describe effects by having a shared understanding of distinctive learning outcomes. We also argue that the particular theoretical perspective that researchers and practitioners take toward learning with digital media may have an impact on how they design learning environments, how they operationalize relevant variables, and how they measure learning outcomes [26]. Research on digital learning environments has traditionally applied two perspectives of examining and understanding how people learn [33]: A cognitive, individual-oriented perspective that focuses on individual cognition, and a social, community-oriented perspective that focuses on distributed cognition and col...

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How do technologies meet the needs of the writer with dyslexia? An examination of functions scaffolding the transcription and proofreading in text production aimed towards researchers and practitioners in education

Mossige,

Arendal,

Kongskov

et al. 2023

Dyslexia

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Technological reading and writing tools can help students with dyslexia improve their writing, but students do not use reading and writing functions as much as expected. However, research addressing relevant technological functions is scarce. This study explored the needs of writers with dyslexia and how technological writing tools developed for three Nordic languages meet these needs. Snowball sampling was used to identify different technological features, spellchecker, word prediction, auto‐correction, text‐to‐speech and speech‐to‐text functions available in nine widely used programmes were investigated. The results indicated that students with moderate spelling difficulties can now achieve accurate spellings using the most sophisticated spelling aids; however, most of these features require time and attention, and this can disturb writing fluency and hamper text production. The implication of this study is that the underlying conflict between spelling accuracy and writing fluency must be actively managed, which necessitates competence in the use of technological tools for both students and teachers in school. Also, further development of tools for scaffolding transcription must consider the dilemma of achieving both writing fluency and spelling accuracy. Further, the accuracy of the aid for students with severe spelling difficulties remains unclear and must be investigated.

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Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Cited by 124 publications

References 65 publications

Effects of assistive technology for students with reading and writing disabilities

Effects of assistive technology for students with reading and writing disabilities

Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes

How do technologies meet the needs of the writer with dyslexia? An examination of functions scaffolding the transcription and proofreading in text production aimed towards researchers and practitioners in education

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