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Paper Topic:

Using ICT to support students with dyslexia

p Using ICT to Support Students with Dyslexia


Learning to read is basic for students to empower them to benefit fully from their study . Without this mastery the student often develops sensation of low self-esteem , lack of self-assurance , escorted by scanty motivation and is unable to take fully part in , or benefit from activities of their group . Weaknesses may be seen in areas of spoken language , speed of processing , auditory and visual perception sequencing , short-term memory , and motor skills (Long 2000 . Dyslexic students often have good common capability yet many

fail to get the mastery of reading . The signs of dyslexia may affect many fields of learning and activities and may be characterized as a combination of difficulties that influence the learning process in one or more of reading , spelling or writing . It is especially connected with mastering written language , although spoken language may also be affected . The application of information and communications technology (ICT ) is an important tool to rectify gaps and weaknesses for students who have difficulties with spelling and writing and can be extremely favourable to the dyslexic students . Developing word processing skill permits the dyslexics particularly those with scanty motor skills to better present their work and frees them from the process of writing . Mastering typing and word processing skills are life skills and the struggle taken up in learning to type will be well recompensed (Beveridge , 1999 . In this I will examine the characteristics of dyslexic children and how ICT can be used to facilitate some of their weaknesses and enable them to succeed in taking more control over their learning . I also consider what is the advantage and disadvantage to children with dyslexia of using a computer

Dyslexia and medical research

Dyslexia is one of several distinct learning disabilities . It is a specific language-based dis of constitutional origin characterized by difficulties in single-word decoding , usually reflecting insufficient phonological processing (Beveridge 1999 . Dyslexics are liable - more than others - to mispronounce words . The following mispronunciations are typical for dyslexics : `arriteration ' for `reiteration , `simpler ' for `similar , `relieve ' for `believe , and `up the ball ' instead of `up the wall . Unless one is specially on the look out for them , errors of this kind are not always noticed in ordinary conversation . However , they may have repercussions on spelling and in some cases may give rise to confusion . Planning and structuring of essays is often a problem , not indeed , because the dyslexic student has too little to say - usually quite the opposite is the case - but because of a limitation of the amount of material that he can `hold in mind ' without writing it down Even though he is fully capable of logical reasoning he may fail to appreciate that what has found its way to the does not adequately represent what he wanted to say . Essays written by dyslexic students even though they may be full of good ideas , sometimes give the impression of lack of planning and structure

It is now almost certain that the dyslexic...

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