Effects of Assistive Technology for Students with Reading and Writing Disabilities
Open accessAbstract
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.Implications for rehabilitationsAssistive 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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Digital skills acquisition can be assisted and supported through the use of these newly developed technologies [59].
“Finally, digital skills acquisition can also be assisted and supported through the use of these newly developed technologies [59].”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [59]
One important drawback of AI and VR technologies is their inability to understand and process every kind of information they receive, leading sometimes to misleading or confusing responses from the system [53,56,58,59].
“One important drawback of the use of AI and VR technologies in educational processes is their inability to understand and process every kind of information they are receiving, leading sometimes to misleading or confusing responses from the system [53,56,58,59].”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [59]
Various different technical problems come up during the utilisation of AI and VR technologies [59].
“In connection with this, the various different technical problems that come up during their utilisation shall be added [59].”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [59]
As demonstrated by the studies of Sánchez et al. [10] and Svensson et al. [59], VR technologies can enhance the accessibility of abstract, complex concepts, due to their capacity to simulate real-world scenarios and to provide students with hands-on experiences.
“As demonstrated by the studies of Sánchez et al. [10] and Svensson et al. [59], VR technologies can enhance the accessibility of abstract, complex concepts, due to their capacity to simulate real-world scenarios and to provide students with hands-on experiences.”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [59]
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- Authors
- Svensson, I., Nordström, T., Lindeblad, E., Gustafson, S., Björn, M., Sand, C., Almgren/Bäck, G., & Nilsson, S.
- Affiliations
- Linnaeus University (SE)
- Linköping University (SE)
- Department of Psychology, Linnaeus University, Växjö, Sweden
- Chalmers University of Technology (SE)
- Corresponding author
- Svensson, Idor
- Venue
- Disability and Rehabilitation Assistive Technology
- Publisher
- Informa UK Limited
- Published
- 2019-08-16
- Volume
- 16
- Issue
- 2
- Pages
- 196-208
- ISSN
- 1748-3107 (ISSN-L)
- 1748-3115
- OpenAlex
- W2968682989
- Cited by
- 163
- References
- 37
- Citations by year
- 2026: 30 · 2025: 37 · 2024: 30 · 2023: 34 · 2022: 15 · 2021: 9 · 2020: 6 · 2019: 1 · 2018: 1
- FWCI
- 16.52
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Disability and Rehabilitation Assistive Technology (publishedVersion, cc-by-nc-nd)
- PubMed (publishedVersion)
- KTH Publication Database DiVA (KTH Royal Institute of Technology) (submittedVersion, other-oa)
- Chalmers Research (Chalmers University of Technology) (submittedVersion)
- Funders
- Marcus and Amalia Wallenberg Foundation
- Topics
- Health Sciences › Health Professions › Occupational Therapy › Assistive Technology in Communication and Mobility
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Safety Research › Disability Education and Employment
- Keywords
- assistive technology, reading disorders, writing difficulties, text-to-speech, speech-to-text, assistive technology training, reading transfer, academic motivation, children and adolescents
- MeSH terms
- Adolescent, Child, Female, Humans, Learning Disabilities, Male, Self-Help Devices, Children with Disabilities, Disabled Children, Mobile Applications
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