CoChat
Sign Up
Cited by 196Assistive Technology in Communication and MobilityReading and Literacy DevelopmentDisability Education and Employment

The DOI matches its Crossref record, with a small difference in title or year; 38 of the 38 references it cites were found in a registry or an index.

Effects of assistive technology for students with reading and writing disabilities

Open access
Svensson, Idor, Nordström, Thomas, Lindeblad, Emma, Gustafson, Stefan, Björn, Marianne, Sand, Christina, Almgren/Bäck, Gunilla, Nilsson, Staffan·2021·Disability and Rehabilitation Assistive Technology
DOI 10.1080/17483107.2019.1646821
Open this paper in CoChat — free accountOpen PDF

Abstract

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.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1080/17483107.2019.1646821

Cites

38 of 38 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 37 references

Research works printed but not linked: 5

  1. Siegel L., 2013, Understanding dyslexia and other learning disabilities
  2. Lundberg I., 2010, Läsningens psykologi och pedagogik [The psychology and pedagogy of reading]
  3. Jacobson C., 2001, Läskedjor TM- Manual [Reading Chains-manual]
  4. Elwér Å, 2011, LäSt: Tolkning i Läsning och Stavning för åk 1-6 [Read, assessment in reading and spelling for school year 1–6]
  5. Olofsson Å., 1994, Ordavkodning: mätning av fonologisk och ortografisk ordavkodningsförmåga [Decoding: Measure of phonological and orthographic decoding ability]

Cited by

Sorted by citations

Related

See all

Metadata

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
ORCID
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
DOI
10.1080/17483107.2019.1646821
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
FWCI
16.52
Type
journal article
Language
en
Open access
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 › Education › 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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review