Assistive Technology and Alternative and Augmentative Communication Options in the Language Skills Development of Students with Specific Learning Disorders
Bibliographic Data
| ID | 22042926 |
|---|---|
| Authors | Cristina Dumitru (0000-0003-2970-4549, Universitatea Națională de Știință și Tehnologie Politehnica București, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 2 |
| Pages | 170 |
| Publication date | 2025-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15020170 |
| OpenAlex | W4407106128 |
| Language | EN |
| References cited | 41 |
The use of augmented reality, assistive technology (AT), and augmentative and alternative communication (AAC) offers a promising opportunity to significantly enhance the general reading abilities of students with specific learning disorders (SLDs) by providing effective learning tools. This study aimed to assess students’ learning experiences to understand the effectiveness of AT and AAC in language skills development and identify the AT tools and devices commonly used in classroom settings, with the goal of better informing practitioners. A systematic literature review was conducted across various databases, resulting in the inclusion of 22 relevant articles, focusing on multiple implications of AT and AAC. Common factors associated with the implementation of AT in teaching students with SLDs were identified, and a thematic analysis revealed recurring patterns regarding the impact of AT solutions on students with SLDs. The findings indicate notable improvements in language skills among students with SLDs, including vocabulary, spelling, orthography, phonological awareness, and reading comprehension. However, two studies reported limited effects or no effects on language skills, self-efficacy, and self-esteem. This review shows that AT and AAC effectively support language skills development and outcomes for students with SLDs. Nevertheless, given the limited number of studies and the complexity of the factors explored, these conclusions should be interpreted with caution
Assistive technology · Augmentative and alternative communication · Communication skills · Human–computer interaction · Mathematics education · Medical education · Assistive Technology in Communication and Mobility · Autism Spectrum Disorder Research · Computer Science · Disability Education and Employment · Medicine · Psychology
Educating exceptional children
Diagnostic and Statistical Manual of Mental Disorders
A scoring system for appraising mixed methods research, and concomitantly appraising qualitative, quantitative and mixed methods primary studies in Mixed Studies Reviews
Phonological Recoding and Orthographic Learning
The Usability Engineering Lifecycle
The PRISMA 2020 statement
Decoding, Reading, and Reading Disability
A Mathematical Theory of Communication
The reading profiles of late elementary English learners with and without risk for dyslexia
Attention‐driven read‐aloud technology increases reading comprehension in children with reading disabilities
Impact of text-to-speech features on the reading comprehension of children with reading and language difficulties
Inner speech
| Citation velocity | historical |
|---|---|
| Highly cited | No |