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An app as ‘reading glasses’ – a study of the interaction between individual and assistive technology for students with a dyslexicprofile
Linnaeus University, Faculty of Social Sciences, Department of pedagogy. (CSF)ORCID iD: 0000-0001-7261-590X
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.ORCID iD: 0000-0003-2608-6204
2015 (English)In: International Journal of Teachnig and Education, ISSN 2336-2022, Vol. 3, no 1, 1-12 p.Article in journal (Refereed) Published
Abstract [en]

For a couple of years a great many programs for tablets and smartphones have been available forassisting students with difficulties in reading and writing. The aim of this study was to investigatewhether a multifunction application (Prizmo) for iPhone/iPad had the potential to provide assistancefor students with a dyslexic profile.Twelve students and their teachers participated in this intervention study, 7 students from primaryschool grade 5 and 5 students from the first grade of secondary school. All participants used thePrizmo application during the regular school day for 4-6 weeks. The pupils were measured bydecoding tests before and after the interventions. The results show that the word decoding abilityincreased for several of the students and also that they found the app useful even after the end ofthe study. The teachers who carried out the interventions involving the app emphasize its ease ofaccess and the positive effects for the students. Multifunctional programs like Prizmo, textscanning and a text-to-speech synthesizer may enhance students’ reading ability and motivationfor future studies.

Place, publisher, year, edition, pages
international institute of social and economic science , 2015. Vol. 3, no 1, 1-12 p.
Keyword [en]
Assistive technology, applications, dyslexia, students, teachers
National Category
Pedagogy
Research subject
Education, Special Education
Identifiers
URN: urn:nbn:se:lnu:diva-42729OAI: oai:DiVA.org:lnu-42729DiVA: diva2:806788
Available from: 2015-04-21 Created: 2015-04-21 Last updated: 2017-12-28Bibliographically approved

Open Access in DiVA

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