An app as ‘Reading Glasses’ – a study of the interaction between individual and assistive technology for students with a dyslexic profile

Abstract

Abstract:For a couple of years a great many programs for tablets

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

“…TTS systems have undergone vast improvement in the last two decades, and this might also mean present-day TTS interventions could be more effective. This is very tentatively supported by the fact that the most recent cases where we were able to calculate effect sizes from papers were also higher (Chiang et al, 2012; Fälth & Svensson, 2015) – though one needs to note that Chiang et al (2012) found a null effect on one of the three metrics the authors used.…”

“…A further study (Study 2 of (Elkind et al, 1996)) was an expansion of a previous one. In the remaining studies, outcome variables were often hard to compare – for example, Fälth & Svensson (2015) did not provide a reading comprehension metric per se, only a word boundary detection metric (though with a moderately positive effect size of g = 0.716).…”

“…Research about tablets currently mostly focuses on typical development (for a systematic review, see Haßler et al (2016) with 23 studies) or other conditions like autism (Lorah et al (2015) with 17 studies). We managed to locate very few studies using tablet apps for adolescents and adults with LD, and sometimes even those apps were used for purposes already described in the previous literature - like Fälth & Svensson (2015) featuring a text-to-speech app.…”

Constructivism-led assistive technology: An experiment at a Namibian special primary school

“…In addition, using small numbers for AT experiments in education is not unprecedented and has provided valuable insights and contributions to the field. For example, a study that tested an AT application for learners with dyslexia used only seven primary school students (Fälth & Svensson 2015) and a study that tested mobile phone usability used 18 participants (Liu et al 2010).…”

Framåtsyftande bedömning i tidig läsundervisning : Teori och praktik

“…Att lära sig läsa handlar i mångt och mycket om att ägna tid åt att läsa, att träna (Castles m.fl., 2018;Herrlin & Lundberg, 2014). Träningens goda effekter på specifika förmågor av vikt för elevens läsutveckling belyses i flera studier (Ehri m.fl., 2001;Fälth & Svensson., 2015;Gustafson m.fl., 2007;Wolff, 2011).…”