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The Benefits and Difficulties of using Portable Word Processors with Older Dyslexics
Author(s) -
Sutherland M. J.,
Smith C. D.
Publication year - 1997
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/(sici)1099-0909(199703)3:1<15::aid-dys40>3.0.co;2-4
Subject(s) - dyslexia , psychology , word (group theory) , cognitive psychology , computer science , reading (process) , linguistics , philosophy
The fact that laptop word processors are becoming smaller, cheaper, and more usable in a classroom context has stimulated interest in whether they have a role to play in helping to remediate the problems of older dyslexics. Using surveys to students, parents and teachers, this study evaluated laptop provision to 10 secondary aged dyslexic students over the course of one year and to three of those students over a four year period. The findings indicated that word processing may have improved both the quality of students' written work and their general confidence. They also showed that Key Stage 4 students word processed their work across a broader range of subject areas than younger pupils in Key Stage 3. The students did encounter some problems in using their laptops efficiently. It is suggested that schools planning to use laptop word processors in the remediation of dyslexia should be aware of potential difficulties and draw up appropriate whole‐school plans to minimize their effects. © 1997 by John Wiley & Sons, Ltd.