Mobile Learning in Improving Reading Ability Dyslexia: A Systematic Literature Review

Abstract

Dyslexia is a specific learning disability in aspects of reading and spelling that originate from neurological and genetic. Reading is some sub-skills in the form of attention, letter or word recognition, organizing in the way of words and sentences, text transfer activities, and understanding the text. To develop reading skills, dyslexia requires a lot of structured practice and corrective feedback. Nevertheless, there are still many learning approaches or strategies that must be considered by the teacher, such as approaches that involve the use of Information, Communication, and Technology (ICT), one of which is Mobile Learning (M-Learning). The aim of this is to examine relevant empirical studies of studies related to Mlearning to improve the ability to read dyslexia. The research method uses the Systematic Literature Review. The results showed that the overall use of M-learning was effective in enhancing the ability to read. The aspects that are developed are also in accordance with the learning needs of dyslexia.

The Impact of Dyslexia on the Effectiveness of Online Learning: A Systematic Literature Review

“…Qualitative Quantitative use of web-based multimedia (Lebenicnik & Starčič, 2020;Ventura, 2017;Politi-Georgousi & Drigas, 2020;Benmarrakchi, 2021;Eliane Segers, 2018;Angel Jaramillo-Alcázar, 2021), the use of mobile learning models and the implementation of the concept (Novembli & Azizah, 2019. April;Alghabban et al, 2017).…”

“…Twenty-eight studies have focused on the effects of external factors on the online learning outcomes of dyslexics when they act on them, and the exogenous factors involved are broadly: teachers' cognitive, behavioral, and instructional strategies (Kormos & Nijakowska, 2017;Novembli & Azizah, 2019, April;Heraty, 2021;Ibrahim, 2021), the learning environment and learning resources in which dyslexic individuals live (Pang & Jen, 2018;Lerga et al, 2021;Cancer et al, 2021;Thompson & Copeland, 2020;Forteza-Forteza, 2021;Kim, 2020), dyslexia-related learning system development (Alsobhi & Alyoubi, 2019;Alghabban et al, 2017;Burac & Cruz, 2020, April;Fung, 2022;Alghabban & Hendley, 2022, July;Cain & Fanshawe, 2021;Sari et al,2021;Rodríguez-Cano, 2021;Bhavana Srivastava, 2020), the…”

“…We can classify the effectiveness of online learning for dyslexics as attitudinal (Kormos & Nijakowska, 2017;Maurer-Smolder et al, 2021;Ziadat, 2021;Burac & Cruz, 2020;Rodríguez-Cano, 2021;Ibrahim, 2021;Forteza-Forteza, 2021;Ayed, 2021), mission-based (Alsobhi & Alyoubi, 2019Lebenicnik & Starčič, 2020;Alghabban et al, 2017;Zawadka, 2021;Fung, 2022;Alghabban & Hendley, 2022;Sari et al, 2021;Cancer et al, 2021;Alghabban, 2020;Benmarrakchi, 2021;Eliane Segers, 2018;Anette Andresen, 2018;Dawson, 2021;Bhavana Srivastava, 2020), experiential (Pang & Jen, 2018;Maurer-Smolder et al, 2021;Zawadka, 2021;Burac & Cruz, 2020). Shawaqfeh et al, 2020;Thompson & Copeland, 2020;Ibrahim, 2021;Forteza-Forteza, 2021;Soriano-Ferrer, 2021;Lilli Kimppa, 2018; Laura & Hennessy 2022; Jaramillo-Alcázar, 2021) and cognitive (Novembli & Azizah, 2019;Ventura, 2017;Heraty, 2021;Cain & Fanshawe, 2021;Rodríguez-Cano, 2021;Politi -Georgousi & Drigas, 2020;Gyore & Kubinger-Spillman, 2022;Kim M, 2020), among other classifications.…”

“…Once researchers became aware of the difficulties of online learning for dyslexics, the focus of research shifted to the exploration of influencing factors and interventions, and of the 37 papers covered in this article, 29 focused on exploring factors that influence the effectiveness of online learning for dyslexics (Kormos & Nijakowska, 2017;Pang & Jen, 2018;Lebenicnik & Starčič, 2020;Maurer-Smolder et al, 2021;Heraty, 2021;Lerga et al, 2021;Ziadat, 2021;Zawadka, 2021;Shawaqfeh et al, 2020;Politi-Georgousi & Drigas 2020;Thompson &Copeland, 2020;Ibrahim, 2021;Soriano-Ferrer, 2021;Forteza-Forteza, 2021;Ayed H, 2021;Lilli Kimppa, 2018;Eliane Segers, 2018;Anette Andresen, 2018;Shaw, 2022;Dawson, 2021), 18 papers focused on creating measures to intervene online learning for people with dyslexia to enhance learning outcomes and perceptions of learning for people with dyslexia (Alsobhi & Alyoubi, 2019;Novembli & Azizah, 2019;Alghabban et al,2017;Ventura, 2017;Burac & Cruz, 2020;Fung, 2022;Alghabban & Hendley, 2022;Cain & Fanshawe, 2021;Sari et al, 2021;Cancer et al, 2021;Rodríguez-Cano, 2021;Gyore & Kubinger-Spillman, 2022;Alghabban, 2020;F Benmarrakchi, 2021;Kim M, 2020;Angel Jaramillo-Alcázar, 2021;Bhavana Srivastava, 2020).…”

Mobile Applications, An Emerging Powerful Tool for Dyslexia Screening and Intervention: A Systematic Literature Review

“…This strategy promotes individualized learning and pupils' autonomy according to their needs and requirements thanks to the portability and accessibility of them. Mobile phones are a cost-effective educational method, constituting a lighter mode in comparison with laptops and books [5], [6].…”