ERG SES G 06, ICT and Education
Teaching reading & writing with Assistive Technology to pupils with dyslexia.
Which technology-based reading and writing strategies does well compensated students with dyslexia use, when they read and write using Assistive Technology?
And how is it possible, based on this knowledge, to point out inclusive teaching approaches that improve the reading and writing of 4th grade pupils with dyslexia when using Assistive Technology.
Objective and Conceptual/ Theoretical framework:
In Danish schools it is a common practice to hand out computers with Assistive Technology to pupils with decoding difficulties. The intention is to compensate the pupils for their difficulties, so they are able to participate on equal terms in the class. However research shows, that pupils with dyslexia often feel excluded (Holmgaard, 2007), tender to have lack of self-confidence (Myrberg, 2007), and depend on family network, especially a strong mother figure (Ingesson, 2007). Furthermore we know from practice and research that some of these pupils find it difficult to use their computer in the classroom. They do not feel accepted by the other pupils in the class, and they do not feel they get enough support by the teachers (Juul, Brahe, & Hansen, 2013). Therefore there is a need to develop and improve the way these pupils are included in the everyday teaching.
The research question is addressed by two pre-studies as part of developing an inclusive teaching approach. The PhD project is inspired by Grounded Theory (Boolsen, 2010; Hartman, 2005; Kruse, 2007) due to the focus on new findings in the field.
The first pre-study aims to investigate the range of technology-based reading and writing strategies used by well compensated students (age 16-18) with dyslexia. In this context the term “well compensated” is defined as: 1) that they have internalized the use of Assistive Technology (AT) in their reading and writing, and 2) that they manage upper secondary level despite their reading disability.
Theoretically the first pre-study is based on Reading and Writing Research (e.g. Bråten, 2010; Lyon, Shaywitz, & Shaywitz, 2003; NRP, 2000; Perfetti, Landi, & Oakhill, 2007; Samuelsson, 2012; Strømsø, 2003) to be able to point out the distinction between reading and writing strategies in general and the particular technology-based strategies used by the well compensated students with dyslexia.
References: Boolsen, M. W. (2010). Grounded theory. In S. Brinkmann, & L. Tanggaard (Eds.), Kvalitative metoder (1.th ed., pp. 207-238). Copenhagen: Hans Reitzels Forlag. Bråten, I. (2010). Poor readers-good learners: A study of dyslexic readers learning with and without text. Reading Writing Quarterly, 26(2), 166-187. Hartman, J. (2005). Funderet teori: Udvikling af teori på empirisk grund (1. udgave ed.). Kbh.: Alinea. Holmgaard, A. (2007). Viljen til læsning: Læsevanskeligheder belyst gennem et erfaringsperspektiv: Ph.d. afhandling. [Kbh.]: Danmarks Pædagogiske University, Denmark. Ingesson, S. G. (2007). Growing up with dyslexia: Cognitive and psychosocial impact, and salutogenic factors. Department of Psychology, Lund University, Sweden). Juul, T. M., Brahe, T., & Hansen, N. M. (2013). Efterskolens betydning for unge ordblindes liv og uddannelse. CEFU Center for ungdomsforskning: Aalborg University, Denmark. Kruse, E. (2007). Grounded theory. Kvalitative forskningsmetoder - i psykologi og andre beslægtede fag (6.th ed., pp. 59-72) Dansk Psykologisk forlag. Kvale, S., & Brinkmann, S. (2009). InterView introduktion til et håndværk [InterViews] (B. Nake Trans.). (second ed.). Copenhagen: Hans Reitzels forlag. Lyon, R. G., Shaywitz, S., & Shaywitz, B. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1-14. Myrberg, M. (2007). Dyslexi - en kunskapsöversikt. (Vetenskapsrådets rapportserie No. 2). Stockholm: Vetenskapsrådet. NRP. (2000). National reading panel report. http://www.nationalreadingpanel.org/publications/publications.htm Perfetti, C. A., Landi, N., & Oakhill, J. (2007). The acquisition of reading comprehension skill. In M. J. Snowling, & C. Hulme (Eds.), The science of reading A handbook (1.th ed., pp. 227-247). United Kingdom: Blackwell Publishing. Pressley, M., & Hilden, K. (2004). Verbal protocols of reading. In M. Dune (Ed.), Literacy research methodologies (pp. 308-321) The Guiford Press. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, N.J.: Lawrence Erlbaum Associates. Samuelsson, S.(2012). Dysleksi og andre vanskeligheder med skriftsproget (1. udgave ed.). [Kbh.]: Dansk Psykologisk Forlag.
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