Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic.

Amany Ahmed Al-Dokhny, Amani Mohammed Bukhamseen, Amr Mohammed Drwish

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Article in Education and information technologies, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0cells of the map it votes in

0citing papers in PubMed

4.5field-weighted citation impact, top 6% of its field

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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2 · The registry

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3 · Its place in the literature

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0 citing papers in PubMed, 11 citations in OpenAlex.

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4 · The record

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5 · Who and what money

Authors and funding

3 authors at 3 institutions in 2 countries.

Amany Ahmed Al-DokhnyEducational Technology Department, Ain Shams University, Cairo, Egypt.ORCID 0000-0003-4037-0332

Amani Mohammed BukhamseenSpecial Education Department, King Faisal University, Al-Ahsa, Saudi Arabia.ORCID 0000-0003-1713-602X

Amr Mohammed DrwishEducational Technology Department, Helwan University, Cairo, Egypt.ORCID 0000-0002-3258-1327

Ain Shams University · EGHelwan University · EGKing Faisal University · SA

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

In Saudi Arabia, the COVID-19 pandemic forced students with dyslexia to complete their learning through online applications, like their peers without dyslexia. This study explores the influence of assistive technology (AT) on improving the visual perception (VP) and phonological processing (PhP) abilities of students with dyslexia. Three learning applications were used (Google Classroom, Zoom, and Quizlet) as AT platforms. A quantitative approach was adopted based on a quasi-experimental design. Single-subject experimental methods were used to examine the influence of AT on improving students' VP, PhP, and frequency of access (FA). Fourteen students with dyslexia who were selected as participants through purposeful sampling were divided into two experimental groups based on gender. The results showed that AT influenced the VP, PhP, and FA in both experimental groups. Girls scored higher than boys in VP, PhP, and FA, and a positive correlation was found between VP and PhP with AT applications among girls and boys. A simple linear regression analysis showed that a significant and positive relationship exists between FA and the VP and PhP abilities of students with dyslexia through AT applications.

Indexed as

Assistive technologyLanguage disabilitiesPhonological processingStudents with dyslexiaVisual perception

Identifiers

PMID35668902

DOI10.1007/s10639-022-11090-9

PMCPMC9136755

OpenAlexW4281731816

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.