Writing Technology for

Students with Dyslexia

Writing technology can assist students with dyslexia.
Technology can provide reassurance and confidence that
allows students to perform at their level.

Types of technology uses:

❖ Note Taking:
➢ Photos of notes on the board
➢ SmartPen
➢ Copy of Notes
❖ Organization Applications: Higher order process that is
difficult for students with Learning Disabilities
➢ Webspiration is an application used to organize ideas in
a web.
❖ Dictation:
➢ Speech-to-Text---Allows student to get ideas written
before they are forgotten
■ Spelling
■ Grammar
■ Word Prediction
Steps to implement writing technology in the classroom:
1. Allow students to take pictures of notes on the board or use
SmartPen.
2. Familiarize students with dictation and organization applications.
3. Have students organize their thoughts and ideas in organization
software, such as Webspiration.
4. Have students find a quiet place in the classroom to be able to utilize
speech-to-text application.
Where else you can use assistive
writing technology…..
❖ Speech is a lower cognitive process than writing. Speech-to-text allows
students learning English as a Second Language to dictate ideas.
❖ Students with Attention Deficit Disorder have difficulty organizing ideas and
with attention to detail. Organization applications allow students to organize
ideas and speech-to-text allows students to maintain attention to task.
❖ Students with Autism and Emotional Disturbances are effectively motivated by
technology.
❖ Students with Orthopedic Impairments may have more challenges with writing
and can benefit from using writing technology.

Sample ideas:

❖ Note Taking:

❖ Organization Application:

❖ Speech to Text:

References:

Blankenship, M. U., & Margarella, E. E. (2014). Technology and secondary writing: A review of the literature. Contemporary Educational Technology, 5(2), 146-160.
Forgrave, K. E. (2002). Assistive technology: Empowering students with disabilities. Clearing House, 75(3), 122-126. doi:10.1080/00098650209599250
Hicks, T. (2018). The next decade of digital writing. Voices from the Middle, 25(4), 9-14.
McWilliams, J. (2010). Teaching the new writing: Technology, change, and assessment in the 21st-century classroom. THEN: Technology, Humanities, Education &
Narrative, (7), 31-35.
Parton, B. S., Hancock, R., & Maurin, K. (2010). Digitizing traditional notes into searchable documents: implications for university students who are disabled.
Ubiquitous Learning: An International Journal, 2(3), 1-6.
Patti, A. P., & Garland, K. V. (2015). Smartpen applications for meeting the needs of students with learning disabilities in inclusive classrooms. Journal of Special
Education Technology, 30(4), 238-244. doi:10.1177/0162643415623025
Raskind, M. H., & Higgins, E. L. (1999). Speaking to read: the effects of speech recognition technology on the reading and spelling performance of children with
learning disabilities. Annals of Dyslexia, 49251-281. doi:10.1007/s11881-999-0026-9