Dyslexic students’ experiences in using assistive technology to support written language skills: a five-year follow-up

Bäck, Gunilla Almgren; Lindeblad, Emma; Elmqvist, Carina; Svensson, Idor

doi:10.1080/17483107.2022.2161647

Cited by 9 publications

(3 citation statements)

References 53 publications

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“…Analyzing spelling errors can provide parameters to identify what is expected or not in learning the orthographic norm, in addition to assisting in interventions in the clinical and educational scopes. The results of the analysis of the types of persistent errors in the consolidation process of orthographic writing by students with dyslexia can be applied to assistive technologies in the clinical and educational context, as can already be observed in international publications ( Dawson et al, 2019 ; Bäck et al, 2023 ) and recent national studies ( Cidrim et al, 2018 ; Silva Neto et al, 2021 ) on the subject.…”

Section: Introductionmentioning

confidence: 90%

Analysis of spelling errors from the ‘dyslexic sight words’ list

Cidrim,

Batista,

Madeiro

et al. 2024

Front. Psychol.

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In this study the spelling errors of the ‘Dyslexic Sight Words - DSW’ list are analyzed according to the semiological classification. The spelling errors were made by schoolchildren with and without dyslexia. The high number of inaccuracies observed in the writing of the Group with dyslexia (GD) was often related to the complexity of syllabic structures and orthographic irregularity. The syllabic structures, in addition to the consonant-vowel (CV) pattern, often pose challenges for all students as they move through the alphabetic writing phase, early in literacy. This classification provides an understanding of the characteristics of Natural Spelling and Arbitrary Spelling, providing support for the teaching-learning of words by dyslexic students and is also relevant for the design of Portuguese language teacher training policies. In the teaching of the orthographic norm, the success and error when writing words should be followed by a reflection (metaorthographic skill) and monitoring of learning, both on the part of the teacher and on the part of the learner, reinforcing the knowledge of spelling patterns that will be triggered as the student is exposed to the explicit formal teaching of spelling.

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Section: Introductionmentioning

confidence: 90%

Analysis of spelling errors from the ‘dyslexic sight words’ list

Cidrim,

Batista,

Madeiro

et al. 2024

Front. Psychol.

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“…In addition, three studies used asistive technology as a learning medium in dyslexic child intervention programmes. Bäck et al (2023) in his study of nine dyslexic pupils using audiobooks, TTS and STT. TTS technology is used to decode text to help dyslexic children who have difficulty decoding letters that affect spelling skills.…”

Section: The Use Of Technology In the Learning Of Dyslexic Childrenmentioning

confidence: 99%

Technology-based Interventions for Dyslexic Children: A Systematic Literature Review (SLR)

Yaacob,

Zakariya,

Mohd Rashid

2024

IJARBSS

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In modern society today, reading skills are increasingly important. Thus, any failure in mastering reading skills can limit an individual's potential to grow to an optimal level. The main importance of reading as a basic skill in modern life has prompted many studies to be carried out to implement more effective interventions in tandem with education that has changed dramatically in recent decades under the influence of the development of digital technology and the fourth industrial revolution (IR4.0). In this article, a review of the systematic literature (SLR) was conducted to identify current research on the use of technology in the implementation of reading skills teaching interventions to dyslexic pupils. The main objective of the study was to identify the use and effectiveness of the technologies used in meeting the learning needs of children with dyslexia. Three databases are used, namely Scopus, Web of Science and Google Scholar. Of the 318 articles that were screened, 46 relevant articles were accepted for analysis based on the appropriateness of the title and only 21 were included in the study after further screening. The results showed the use of different forms of technology such as audiobooks, text-to-speech (TTS), speech-to-text (STT); digital technologies such as computer software programs, gaming applications; haptic technologies such as virtual reality (VR) and augmented reality (AR); new technologies such as mulsemedia; robotic technologies in addition to the use of non-digital technologies. Studies have also found that the use of technology has a positive impact on the learning of dyslexic children, especially the mastery of reading skills. Studies have found that technology intergration in education provides a more enjoyable learning experience and increases children's motivation through a learning while playing approach. Therefore, the practice of Technological Pedagogical Content Knowledge (TPACK) should be enhanced among teachers. In addition, more studies are needed to identify the use of technology in the aspect of the diagnosis and management of dyslexic children in the future. This is because most individuals with disabilities such as dyslexia benefit from additional support that allows them to learn and function on their own.

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“…This information-seeking behavior can lead to a higher level of green product literacy, as individuals who are more technologically innovative are more likely to seek out information about green products and their benefits (Felicetti et al, 2023). With the help of technology, customer literacy abilities can be enhanced(Almgren Bäck et al, 2023). Thus, the study proposed that: H1: Technology innovativeness positively effects on green product literacy.…”

Section: Effect Of Technology Innovativeness On Green Product Literacymentioning

confidence: 99%

Investigating the Mediating Effect of Green Product Literacy on the Relationship Between Technology Innovativeness and Green Product Purchase Attitude

MUNIR,

MOAZZAM

2023

BBE

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technology innovativeness and green product attitude of the consumer. With growing environmental concern and the increasing emphasis on sustainable practices, understanding of the drivers that influence green purchasing behavior has become increasingly important. The study utilized a survey questionnaire which was distributed to a sample of 424 respondents. SPSS (26.0) software was used to analyze the data. The results of this study revealed that technology innovativeness had a significant positive direct effect on green product purchase attitude (β = 0.72, p < 0.001), and green product literacy played a crucial role in this relationship by having a significant positive indirect effect (β = 0.10, SE = 0.03, 95% CI [0.05, 0.16]).The descriptive results reveal the significance of green product literacy in shaping consumer attitude and highlight the need for organizations to invest in green literacy programs and initiatives. Investing in green literacy programs to educate and raise awareness of sustainable consumption is important for both researchers and practitioners. Individuals can contribute to SDGs Goal 13 by promoting green product literacy and sustainable practices to ensure a livable future.

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Dyslexic students’ experiences in using assistive technology to support written language skills: a five-year follow-up

Cited by 9 publications

References 53 publications

Analysis of spelling errors from the ‘dyslexic sight words’ list

Analysis of spelling errors from the ‘dyslexic sight words’ list

Technology-based Interventions for Dyslexic Children: A Systematic Literature Review (SLR)

Investigating the Mediating Effect of Green Product Literacy on the Relationship Between Technology Innovativeness and Green Product Purchase Attitude

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