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Assistive technology as reading interventions for children with reading impairments with a one-year follow-up
Department of Psychology , Linnaeus University , Växjö , Sweden.
Department of Mathematical Sciences , Chalmers Tekniska Högskola , Göteborg , Sweden.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Department of Psychology , Linnaeus University , Växjö , Sweden.
2017 (English)In: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115, Vol. 12, no 7, p. 713-724Article in journal (Refereed) Published
Abstract [en]

This pilot study investigated the possible transfer effect on reading ability in children with reading difficulties after a systematic intervention to train and compensate for reading deficiencies by using applications in smartphones and tablets. The effects of using assistive technology (AT) one year after the interventions were completely studied. School related motivation, independent learning and family relations were also considered.

Place, publisher, year, edition, pages
Taylor & Francis, 2017. Vol. 12, no 7, p. 713-724
Keywords [en]
Assistive technology; dyslexia; independent learning; reading development; reading impairment; school motivation; smartphone; tablets
National Category
Other Health Sciences
Identifiers
URN: urn:nbn:se:liu:diva-146344DOI: 10.1080/17483107.2016.1253116PubMedID: 27924656OAI: oai:DiVA.org:liu-146344DiVA, id: diva2:1195976
Available from: 2018-04-07 Created: 2018-04-07 Last updated: 2018-04-07

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Gustafson, Stefan

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  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
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