Al-Dokhny Amany Ahmed, Bukhamseen Amani Mohammed, Drwish Amr Mohammed
Educational Technology Department, Ain Shams University, Cairo, Egypt.
Special Education Department, King Faisal University, Al-Ahsa, Saudi Arabia.
Educ Inf Technol (Dordr). 2022;27(9):12213-12249. doi: 10.1007/s10639-022-11090-9. Epub 2022 May 27.
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.
在沙特阿拉伯，新冠疫情迫使患有诵读困难症的学生像没有诵读困难症的同龄人一样，通过在线应用程序完成学习。本研究探讨了辅助技术（AT）对提高诵读困难症学生视觉感知（VP）和语音处理（PhP）能力的影响。使用了三种学习应用程序（谷歌课堂、Zoom和Quizlet）作为AT平台。基于准实验设计采用了定量方法。采用单主题实验方法来检验AT对提高学生VP、PhP和访问频率（FA）的影响。通过目的抽样选出的14名患有诵读困难症的学生按性别分为两个实验组。结果表明，AT对两个实验组的VP、PhP和FA都有影响。在VP、PhP和FA方面，女孩的得分高于男孩，并且在女孩和男孩中，VP和PhP与AT应用之间存在正相关。简单线性回归分析表明，通过AT应用，FA与诵读困难症学生的VP和PhP能力之间存在显著的正相关关系。
