2021
DOI: 10.1016/j.ridd.2021.103892
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Development and feasibility analysis of an assistance system for high school students with dyslexia

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Cited by 4 publications
(2 citation statements)
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“…The reading disability is proven to influence adversely young people's growth and wellbeing, both in social and personal domains (Terras et al, 2009;Eissa, 2010;Glazzard, 2010;Dahle et al, 2011) with children's behavior and personality being negatively affected as well, impacting their quality of life (Gagliano et al, 2014;Huang et al, 2020), which in turn may lead to such severe problems as depression and suicidality. This necessitates coping programs based on whole-school support systems (Firth et al, 2013) or special compensation tools, e.g., software with user-driven functionalities aiding reading comprehension and fluency (Rodriguez-Goncalves et al, 2021), especially taking into account the fact that many teachers lack the strategies to evaluate and intervene in dyslexic students (Leite, 2012;Ryder and Norwich, 2019). In an ever isolated pandemic and post-pandemic world that depends more and more heavily on CMC, whether for social, educational, or personal purposes, it is especially important to study what are the possible beneficial factors in reading comprehension for dyslexic young people.…”
Section: Discussionmentioning
confidence: 99%
“…The reading disability is proven to influence adversely young people's growth and wellbeing, both in social and personal domains (Terras et al, 2009;Eissa, 2010;Glazzard, 2010;Dahle et al, 2011) with children's behavior and personality being negatively affected as well, impacting their quality of life (Gagliano et al, 2014;Huang et al, 2020), which in turn may lead to such severe problems as depression and suicidality. This necessitates coping programs based on whole-school support systems (Firth et al, 2013) or special compensation tools, e.g., software with user-driven functionalities aiding reading comprehension and fluency (Rodriguez-Goncalves et al, 2021), especially taking into account the fact that many teachers lack the strategies to evaluate and intervene in dyslexic students (Leite, 2012;Ryder and Norwich, 2019). In an ever isolated pandemic and post-pandemic world that depends more and more heavily on CMC, whether for social, educational, or personal purposes, it is especially important to study what are the possible beneficial factors in reading comprehension for dyslexic young people.…”
Section: Discussionmentioning
confidence: 99%
“…The reading disability is proven to influence adversely young people’s growth and wellbeing, both in social and personal domains ( Terras et al, 2009 ; Eissa, 2010 ; Glazzard, 2010 ; Dahle et al, 2011 ) with children’s behavior and personality being negatively affected as well, impacting their quality of life ( Gagliano et al, 2014 ; Huang et al, 2020 ), which in turn may lead to such severe problems as depression and suicidality. This necessitates coping programs based on whole-school support systems ( Firth et al, 2013 ) or special compensation tools, e.g., software with user-driven functionalities aiding reading comprehension and fluency ( Rodriguez-Goncalves et al, 2021 ), especially taking into account the fact that many teachers lack the strategies to evaluate and intervene in dyslexic students ( Leite, 2012 ; Ryder and Norwich, 2019 ). In an ever isolated pandemic and post-pandemic world that depends more and more heavily on CMC, whether for social, educational, or personal purposes, it is especially important to study what are the possible beneficial factors in reading comprehension for dyslexic young people.…”
Section: Discussionmentioning
confidence: 99%