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Assistive technology as reading interventions for children with reading impairments with a one-year follow-up
Department of Psychology , Linnaeus University , Växjö , Sweden.
Department of Mathematical Sciences , Chalmers Tekniska Högskola , Göteborg , Sweden.
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
Department of Psychology , Linnaeus University , Växjö , Sweden.
2017 (engelsk)Inngår i: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115, Vol. 12, nr 7, s. 713-724Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This pilot study investigated the possible transfer effect on reading ability in children with reading difficulties after a systematic intervention to train and compensate for reading deficiencies by using applications in smartphones and tablets. The effects of using assistive technology (AT) one year after the interventions were completely studied. School related motivation, independent learning and family relations were also considered.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2017. Vol. 12, nr 7, s. 713-724
Emneord [en]
Assistive technology; dyslexia; independent learning; reading development; reading impairment; school motivation; smartphone; tablets
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-146344DOI: 10.1080/17483107.2016.1253116PubMedID: 27924656OAI: oai:DiVA.org:liu-146344DiVA, id: diva2:1195976
Tilgjengelig fra: 2018-04-07 Laget: 2018-04-07 Sist oppdatert: 2018-04-07

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