Use of Technology in Helping Dyslexia Learning Environment - Literature review Example

Use of Technology in Helping Dyslexia Learning Environment Literature Review Introduction The developmental disorders and learning disabilities in school-going children have been a centre of focus for a very long time by various stakeholders. Men and women who care about children’s welfare have, for a long time, sought for ways in which problems associated with leaning and normal development of children whether biological, social or cognitive can best be addressed. There are several disabilities and disorders that hit children as they grow disabling them from achieving a holistic all-round development and maturity. According to Shannon (2009:57), the most vital maturity that a child can get is the development of the mind. Cognitive development is central in sing a child into a society full of rules, metal work and intense competition. Equipping them with the right education that replaces the cobwebs of witlessness and ignorance is an essential function of the society that should be discharged properly. This however cannot be achieved if barriers such as learning disorders and disabilities have engulfed the child. Dyslexia is one of those learning disabilities that incapacitate children and impede them from achieving their full acquisition of literacy. However, with the development of technology a lot of efforts have been made in trying to use modern scientific advancements in ensuring that this disability does not pin a person down and hinder them from achieving their educational goals. This paper is an evaluative review into the uses of technology in helping out dyslexics through their learning processes. It aims at integrating various empirical studies’ outcomes in comprehensively discussing the significance of technology in providing assistance to dyslexia students’ learning activities. Thesis statement: Technology plays great role in providing an enabling learning environment for dyslexic students. Definition of Terms Dyslexia The word dyslexia, to most people is strange and sound ambiguous and it is necessary that it be clearly clarified in the context of this discussion. Littleton and Kleine Staarman (2012:100), defines dyslexia as ‘developmental disorder that makes it almost impossible for a person to read and write.’ This definition emphasises on two main points which are: inability to read and write and the disorder being a malfunctioning that affects the normal maturity of an individual. Reading and writing abilities are key signs of cognitive development and if they cannot be shown then there is a problem. According to Reid (2013:121), dyslexia if highlighted as a psychological disorder that disables one from achieving full cognitive maturity making them develop difficulties in language comprehension and basic communication aspects. This definition stresses on the same point raised by the first description as it also conceptualises aspects such as development, cognition, language among others; all areas that this disorder affects. Technology Technology as highlighted in the introduction has been seen as a remedy to dyslexia and it attributably be praised for its significance in ensuring that persons diagnosed with the disorder face few or no difficulties in the leaning experiences. It is therefore in order to understand what the word technology contextually means as it may be used differently in other settings. Moore (2012: 99) describes technology as the application of relatively modern and sophisticated tools and equipment as well as improved and updated expertise in solving societal problems. It involves use of machines that are justifiably better than those that existed in the past (compared to that moment) in making work easier. Technology is an aid to human power that simplifies works that were otherwise deemed complicated. In education technology helps in ensuring that learning processes is smooth and efficient (Marshall, 2010:88). Assistive Technology According to Wendt, Quist and Lloyd (2012: 15) , the application of technological tools, machines and materials in reaching out to the people in need within the society with a goal of assisting them solve some problem is what defines ‘assistive technology’. Engaging the modern science and advancement in making the life of the disabled in the society especially those with developmental disabilities such as dyslexia, autism among others should be the prime purpose for constant innovations in the society today. Godwin (2012:101) describes assistive technology as using improved systems to make the life of the vulnerable and marginalised easy in their undertakings. Facts and Statistics about Dyslexia Dyslexia is not something that is coming up today. It has existed over a period of time and its prevalence has been witnessed across the world. Currently, it is estimated that about 10% of the world are dyslexic, a percentage that protectively will escalate if right strategies to curb it are not put in place (Perkin and Croft, 2007: 194). There are myriad misconceptions that have come up that associate dyslexia with several non-true opinions. It is not true scientifically that dyslexia is bound with the Intelligence Quotient (IQ) of a person. A study done by Svensson, and Jacobson(2006:16) revealed that some of the interviewed dyslexics had very high intelligence Quotient yet the suffered from the same disorder that has non-factually been linked to low intelligence Quotient (IQ). This stance has been further supported by the study conducted by Suárez-orozco (2007) which IQ test were done on children suffering from dyslexia. The outcome of the study dismissed the hypothesis that low IQ is related to dyslexia. Evidentially, Albert Einstein, a renowned genius who had an extremely higher IQ was actually a dyslexic person. This further refutes the claim that links dyslexia to low Intelligence Quotient since Einstein had an IQ of about one hundred and sixty; a very high rating that is considered and interpreted to be genius (Lature, 2013: 89). Contrary to what some people believe, dyslexia is not classified as mental retardation. It however moves across the family and a person is predisposed to have dyslexia if the family in which they are born has siblings or parents suffering from the same (Jones and Bissell, 2011: 21). A study conducted by Shannon (2008:99) about the relationship between dyslexia and family found out that out of the many dyslexic subjects evaluated, more than half of them had either parents of siblings who had suffered from dyslexia predisposing them to the disability (Seale,2008: 19). Interestingly, a survey conducted in the United States revealed that dyslexia is a real problem as 20% of the children were found to be suffers (Lature, 2013:76). Among those surveyed, the common problems found were the difficulties they had were ineffective reading skills, pitiable word decryption as well as poor general behaviors. In the American society, over forty million grown men and women are estimated to be suffering from dyslexia although very few of them are aware of this reality about themselves (Anderson and Meier-Hedde, 2011: 154). Technology and Dyslexia In an attempt to find solutions and ways on how to help dyslexics, technological tools, equipment, machines and expertise have been explored and deployed. The modern advanced technological know-how have come to the aid of a dyslexic individual as they keep up with the difficulties dyslexia has presented them with in their pursuit for education (Marshall, 2010: 77). A numbers of research have been done in the recent past to determine what ways technology has intervened in improving and bettering learning process for the dyslexic students. Many researches have also sought to explore the impacts of these technological interventions in creating an enabling environment for dyslexia suffers (Smythe, 2010: 32). Uses of Technology in Dyslexia Learning Environment There have been a number of global, regional and local studies conducted aimed at determining what purpose technology serves in creating a conducive environment in which dyslexics can effectively learn and achieve their short term and long term goals just like any other normal student (Beltran, 2013:46). Amazingly, the findings have all appreciated the significance of technology in constructing an enabling learning environment that allows dyslexia students to go through the learning experience almost like a non-disabled student through its improved and sophisticated approach in solving the learning disability (Turner and Crack, 2006:86). Use of Technology in Reading among Dyslexics A study carried out by McLoughlin and Leather (2013) showed that assistive technology is beneficial in aiding leaners who are dyslexic in reading. In the research, students studied showed improved reading abilities when computer-mediated learning system was used. Aspects of language such as phonemics were greatly enhanced. This position was further emphasised by studies done by McGill-Franzen, and Allington (2011) who demonstrated that leaners who are taught with both teacher-aided and technology-aided approaches get more assistance and show improved language performances than those who are not. Pavey (2007: 90) however emphasised that it is dangerous to replace teachers with technologies as per the outcome of the study they conducted that showed that quite a number of teachers have resorted to technology in most special schools to an extent that they forget their work. Schmitt et al., (2008:91) reported that technology is greatly important in assisting learning in decoding and relieving leaners from the struggle of comprehending passages. The report highlighted ‘Text-to Speech’ software that the research found greatly important in assisting learning in reading. ‘Text-to-speech; software was also proven by Robitaille (2009:44) research in which it was found to be important in giving the learners control as they go through materials. Assistive Technology in Writing for Dyslexic Leaners There are numerous studies that have verified that indeed assistive technology helps dyslexia learners to experience writing process with much ease. Roodenrys and Dunn (2008:115) analysed in their study the role of word prediction that are in most computer operating systems in aiding writing for dyslexics. It was found that learners with special needs as in the case of dyslexia can approach writing with ease since they can choose the word that they are struggling to write from a range of options. This position has further been defended by a study done by which indicated that word processing technology software indeed extensively assist leaners. Petrina (2006:154) highlighted that the comfort technology brings to dyslexics is extremely vital in encouraging them to write. Lyytinen et al (2007: 109) supported this by evidentially proving that the new wave of portable computers, tablets and other convenient devices have smoothened the writing process for most dyslexics. In a study by Perkin and Croft (2007: 200) conducted in different schools, it was found out that visual mapping is a relief for most students as it minimises the struggle to put items into paper since the ideas are presented in pictorial/ graphics enabling their interconnection. A research done by Hemmingsson, Lidstrom, and Nygard (2009) showed that by applying technological tools such as ‘voice recognition’ software enhances writing as it requires less energy in putting ideas down on a paper. According to Jones and Bissell (2011: 15), voice recognition has since been installed into almost all electronic gadgets of communication such as phones and this makes dyslexics to easily process their reading and writing skills. Assistive Technology in Aiding Dyslexics’ Studying Similarly, studies have attempted to find out what contributions technology has had on aiding dyslexics in improving their study skills and the outcome are positive as in the other cases. According to Shaywitz (2008:101), the ultimate goal of technological intervention in dyslexic’s learning is to assist them sharpen their study skills. This conceptualisation has been supported by Cunningham’s (2007) evidential research in which dyslexic students who receive technological assistance in study recorded high scores. Brunswick (2012:119) claims that the ability to retain information in the long term memory of a dyslexic learner is greatly enhanced when sophisticated technological tool are used. The research conducted by Draffan and Blenkhorn (2007: 105) showed that most students retain information in their brain when they use the ‘Text-to-Speech’ software since it gives them a chance to identify key words and phrases in the message. Goodwin and Thompson (2012:66) identified annotation as one contribution of technology that has enabled learners to flourish in the education programs due to its provision for emphasis key points. According to Petrina (2006:78), ‘visual mapping’ assists leaners in having graphic images in the mind that improves their memory and subsequent academic performance. Conclusion Dyslexia is serious learning impediment that cripples one’s literacy acquisition and it has affects quite a big population in the society as shown by the factual statistics. It is an elusive menace that is eating the society and many educators having identified this learning disabilities have resorted to technology as remedy to make learning easy for those affected. Technology has been integrated in various sections and aspect of learning such as reading, writing and studying as those are the three major elements of human learning that the disability arrests and cripples making it hard for one to achieve their full education acquisition. Many researchers have delved into the task of finding ways in which technology can be (or has been) effective in providing a suitable environment that can support learning for dyslexics. From the reviewed literatures, researchers agree that technology plays important role in assisting dyslexia learners in their quests for education through tools and programs such as word process, visual mapping, TTS, voice/speech recognition among others. Technology therefore should be made available to all education centers where dyslexic students are hosted so that an efficient and effective learning process can be achieved. Teachers and any stakeholder in the sector of education and welfare should understand and appreciate the role of technology in assisting developmental disabilities not only dyslexia but even others such as autism. The studies have shown how much improvements and efficiencies that deploying technology and modern scientific methods bring to solving puzzles in the society. Technology is a transformative tool in the learning arena that should be double-handedly be held so as to enhance education. References Anderson, P. & Meier-Hedde, R. (2011) International case studies of dyslexia, New York, Routledge. Beltran, E. (2013) Inclusive language education and digital Technology, Channel View Publications. Brunswick, N. (2012) Supporting dyslexic adults in higher education and the workplace, Malden, MA, Wiley-Blackwell. Cunningham, I. (2007) Creative use of technology for learning and development: avoiding controlling tendencies, Development and Learning in Organisations, 21(6), pp.4-6. Draffan, E., Evans, D. & Blenkhorn, P. (2007) Use of assistive technology by students with dyslexia in post-secondary education, Disability & Rehabilitation: Assistive Technology, 2(2), pp.105-116. Godwin, J. (2012) Studying with dyslexia, Basingstoke, Palgrave Macmillan. Goodwin, V. & Thomson, B. (2012) Making dyslexia work for you, London, Routledge. 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