Assistive Technology Applied to Dyslexia Education. Elizabeth M. Luhn Lone Oak ISD. Problem. Context. Literature Review. Objective. Methods. Findings. Conclusions. Implications. References. Directions for Presentation. Directions for Presentation.
Elizabeth M. Luhn
Lone Oak ISD
Directions for Presentation
Dyslexia is a neurologically-based specific learning disability. Students with dyslexia struggle with the language portion of the brain vital to developing story lines and appropriately committing them to print.
The students utilized for this study were fifth grade dyslexic students of average intelligence (between 85%-114% according to KBIT-2). They have been historically low in language-based processes, such as writing, reading, and spelling, based on teacher observation, standardized testing, and the CTOPP, GORT, and WJ-III Achievement.
Fifth grade, dyslexic students were assigned four compositions over a 6 month period. Each student was familiar with the essential components of a written composition and had a year of keyboarding and technology applications experience. They utilized word processing software for writing, revising, and editing.
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On average, students should show an increase of a year from one grade level to the next, disbarring mitigating circumstances, such as attendance or “dysteachia”. For the purpose of this research, dyslexic students utilizing a word processor showed greater than the expected yearly growth, and in only six months.
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