WRITING TECHNOLOGY FOR EQUITY, ACCESSIBILITY

STUDENTS WITH DYSLEXIA AND TECHNOLOGY IN

EDUCATION

DYSLEXIA CHARACTERISTICS

ACADEMIC

 Difficulty reading
 Difficulty learning connections between letters and sounds
 Confusing small words
 Difficulty understanding rhyming words
 Difficulty with handwriting
 Avoids reading out loud
 Poor spelling The practice of Universal Design for
 Difficulty learning foreign languages Learning benefits all students, even
those who do not require or receive
disability related school
BEHAVIORAL / SOCIAL accommodations.

 Family history of reading and/or spelling difficulties SOURCES:

 Low self-esteem
 Trouble remembering dates, names, phone numbers Culp, K. M., Honey, M., & Mandinach,
E. (2005). A retrospective on twenty
PHYSICAL years of education technology policy.
Journal of Educational Computing
Research, 32(3), 279–307.
 Can appear restless and easily distracted
 Can pause/hesitate before speaking Fishman, B., Dede, C., & Means, B. (in
 Oral language difficulties press). Teaching and technology: New
tools for new times. In D. Gitomer & C.
 Can experience fatigue when reading
Bell (Eds.), Handbook of Research on
Teaching (5th ed.).
STENGTHS
McConnaughey, J., Nila, C. A., & Sloan,
 Often gifted and creative T. (1995). Falling through the net: A
 Imaginative survey of the “have nots” in rural and
 Talent for building models urban America. Washington, DC:
National Telecommunications and
 Often loves puzzles
Information Administration, United
 Ability to see the big picture States Department of Commerce.
 Highly articulate when expressing ideas https://www.ntia.doc.gov/ntiahome/fa
 Shows great empathy and warmth llingthru.html
 WRITING TECHNOLOGY FOR EQUITY, ACCESSIBILITY


STUDENTS WITH DYSLEXIA AND TECHNOLOGY IN

EDUCATION

ASSISTIVE TECHNOLOGY Valadez, J. R., & Durán, R. P. (2007).

Any item, piece of equipment, software program, or product that Redefining the digital divide: Beyond
is used to increase, maintain, or improve the functional access to computers and the Internet.
capabilities of a person with a disability. The High School Journal, 90(3), 31–44.

ASSISTIVE TECHNOLOGY FOR DYSLEXIC STUDENTS Warschauer, M. (2012). The digital

Technology that allows for students to participate in GE classes divide and social inclusion. Americas
and accommodate for any learning challenges presented by Quarterly, 6(2), 131–135.
their LD. There are several examples of assistive technology that
can be utilized to support as well as increase self-confidence for
students with dyslexia.

Academic areas that affect dyslexic students that can be helped

with assistive technology include the following:
 Listening and speaking
 Reading and spelling
 Writing and organizing

TEXT TO SPEECH
Technology that allows students to access knowledge of their
ability and reading ability of fluency should not hold a student
back. There are several free resources that can translate digital
text into audio. Reading with assistive technology helps reading
without it due to the fact that students have greater exposure to
words and their correct pronunciation as well as greater exposure
to vocabulary and complex syntax.

Examples: Raz-Kids, Read and Write for Google Chrome

AUDIO RECORDERS
Technology that supports students spelling and writing. This writing
technology may be very simple – such as typing, word processing
and spell check; to more advanced – such as word prediction
software for grammar, spelling and writing where technology to
help the student use their natural speaking to put thoughts to
paper.

Examples: Mac Diction, Talk Typer

SPEECH TO TEXT
Technology that supports note taking. Students are able to record
instruction while taking notes in order to be able to pay attention
to class and not miss any important information.

Examples: Smart Pen, Note Talker, Livescribe Pen