ABSTRACT

Dyslexia is a term used to describe a particular disability or learning difficulty which appears in the process of learning to read. About 1 out of 10 people has dyslexia and about 780 million persons are dyslexic globally. This study was designed to investigate assistive technology and its impact on reading comprehension of students with dyslexia in some schools in the Buea municipality. This study was specifically designed to examine the potential time saving benefits of assistive technology, to evaluate the role of assistive technology in mitigating challenges related to poor handwriting in students with dyslexia, and to explore the benefits of optical character recognition (OCR) technology in supporting reading comprehension in students with dyslexia. Literature was reviewed conceptually, contextually, theoretically and empirically. Using a correlational design, the study sampled 40 students using a questionnaire. Therefore, the study made use of quantitative data. The quantitative data was analyzed using SPSS version 23.0 and presented descriptively using tables and percentages, and the inferential results were presented using the Pearson Product Moment Correlation Coefficient. Findings from the analysis revealed that all the null hypothesis was rejected and alternative hypothesis accepted. It was therefore, concluded that assistive technology has an impact on the reading comprehension skills of students with dyslexia.

Keywords: Assistive technology,  reading comprehension, dyslexia.

CHAPTER ONE

GENERAL INTRODUCTION

Introduction

Dyslexia, constituting reading, writing and spelling difficulties is a common issue in educational science and is becoming more prevalent in the classroom today than ever. This inability to read has influence reading comprehension skills in students and pose significant challenges for them. However, with the advent of assistive technology, there is a promising opportunity to enhance reading comprehension and empower students with dyslexia to reach their full potential. In this chapter, we aim to examine the background of the study, statement of the problem, objectives of the study, research questions, research hypothesis, justification of the study, significance of the study, scope of the study, and the operational definition of terms.

Background of the Study

In the late 19th Century, dyslexia was first described by a German ophthalmologist, Rudolf Berlin, in 1881. He observed that some individuals had difficulty reading despite having normal intelligence and vision.

In the early 20th Century, Orton-Gillingham, a teaching approach for individuals with dyslexia, was developed by Samuel T. Orton and Anna Gillingham in the 1920s. They emphasized a multisensory approach to reading instruction.

From 1960s-1970s, the term “dyslexia” gained more recognition and acceptance during this time. Research by pioneers like Samuel A. Kirk and Marion Monroe helped establish dyslexia as a specific learning disability.

During the 1980s, the definition and understanding of dyslexia expanded with the introduction of the National Institute of Child Health and Human Development (NICHD) research definition. It recognized dyslexia as a neurological condition affecting language processing.

In the 1990s, advances in brain imaging technologies, such as functional magnetic resonance imaging (fMRI), allowed researchers to study the brain activity of individuals with dyslexia. These studies provided valuable insights into the neurobiological basis of dyslexia.

During the 21st Century, research continued to refine our understanding of dyslexia, focusing on genetic factors, cognitive processes involved, and effective intervention strategies. The role of early identification and targeted interventions gained increasing importance.

Today, dyslexia is recognized worldwide as a specific learning disorder, and efforts are being made to enhance awareness, support, and accommodation for individuals with dyslexia in educational and workplace settings.

It is important to note that our understanding of dyslexia is still evolving, and ongoing research aims to deepen our knowledge and improve interventions for individuals with dyslexia.

Conceptually, assistive technology, reading comprehension and dyslexia are indeed approach differently in various parts of the world. Here is a glimpse of how they are looked at in different parts of the world.

In the United States, assistive technology for individuals with dyslexia and reading difficulties is widely available. This includes screen readers, text-to-speech software, speech recognition programs, and specialized reading apps. (Source: National Center on Disability and Access to Education)

Reading comprehension: American schools often focus on improving reading comprehension through strategies like guided reading, graphic organizers, and explicit instruction in comprehension skills. Special education services may be provided to students with dyslexia to address their specific needs. (Source: International Dyslexia Association)

In the U.S., dyslexia is recognized as a specific learning disability. The Individuals with Disabilities Education Act (IDEA) ensures that students with dyslexia receive appropriate educational services and accommodations. (Source: International Dyslexia Association)

The United Kingdom offers a range of assistive technology tools and software to support individuals with dyslexia. This includes text-to-speech software, dyslexia-friendly fonts, and digital audiobooks. (Source: British Dyslexia Association)

In the UK, reading comprehension strategies such as phonics-based instruction and multisensory approaches are commonly employed to support students with dyslexia. Access to specialist reading teachers and resources is emphasized. (Source: British Dyslexia Association)

Dyslexia is recognized as a specific learning difficulty in the UK. The Equality Act ensures that individuals with dyslexia are entitled to reasonable adjustments in education and employment. (Source: British Dyslexia Association)

In Cameroon, and specifically in the Buea municipality, these concepts of assistive technology, reading comprehension and dyslexia will be viewed in a unique way.

The use of assistive technology to support individuals with disabilities is gaining attention in Cameroon. Various organizations, NGOs, and government initiative groups are working to provide access to assistive devices and technology for people with disabilities.

Reading is a fundamental skill that is being emphasized in Cameroon’s educational system. Efforts are being made to improve reading and literacy rates, particularly in primary schools. However, challenges such as limited resources, teacher training and access to quality  materials still exist in some areas.

Awareness and understanding of dyslexia are gradually growing in Cameroon. Some educational institutions, professionals, and advocacy groups are working to promote early identification and support for individuals with dyslexia. However, there is still a need for more comprehensive policies, teacher training programs and, resources dedicated to addressing dyslexia in the education system.

Theoretically, this study will make use of three theories which include: the phonological theory by Goldsmith and John A, the rapid auditory processing theory by Paulla Tallal, and the visual theory by Dr. John Stein.

The phonological theory by Goldsmith and John A (20^th century)

Support for the phonological theory comes from evidence that dyslexic individuals perform particularly poorly on tasks requiring phonological awareness, i.e. conscious segmentation and manipulation of speech sounds. However, evidence for poor verbal short‐term memory and slow

Automatic naming in dyslexics also points to a more basic phonological deficit, perhaps having to do with the quality of phonological representations, or their access and retrieval (Snowling, 2000). Anatomical work (Galaburda et al., 1985; Geschwind and Galaburda, 1985) and functional brain imaging studies support the notion of a left perisylvian dysfunction as a basis for the phonological deficit (Paulesu et al., 1996, McCrory et al., 2000; Pugh et al., 2000; Temple et al., 2001; Shaywitz et al., 2002).

The rapid auditory processing theory by Paula Tallal( 1980s)

According to Tallal, the most obvious way to challenge the specificity of the phonological deficit is to postulate that it is secondary to a more basic auditory deficit. This is the claim of the rapid auditory processing theory, which specifies that the deficit lies in the perception of short or rapidly varying sounds (Tallal, 1980; Tallal et al., 1993). Support for this theory arises from the evidence that dyslexics show poor performance on several auditory tasks, including frequency discrimination (McAnally and Stein, 1996; Ahissar et al., 2000) and temporal order judgment (Tallal, 1980; Nagarajan et al., 1999).

The Visual theory by Dr.John Stein ( 1990s)

The visual theory (Lovegrove et al., 1980; Livingstone et al., 1991; Stein and Walsh, 1997) reflects another long‐standing tradition in the study of dyslexia, that of considering it as a visual impairment giving rise to difficulties with the processing of letters and words on a page of text. This may take the form of unstable binocular fixations, poor vergence (Cornelissen et al., 1993; Stein and Fowler, 1993; Eden et al., 1994), or increased visual crowding (Spinelli et al., 2002).

Contextually, in the Buea municipality in the South West region of Cameroon, dyslexia is understood as a specific learning difference that impacts an individual’s reading, writing, and language processing abilities. While the precise local understanding and recognition of dyslexia may vary, there is a growing awareness of dyslexia as a neurological condition that can affect students’ academic performance and learning experiences.

Educational Perspective: Within the educational landscape of Buea, dyslexia is increasingly recognized as a learning difference that requires individualized support and targeted instructional approaches to address challenges in reading fluency, decoding, spelling, and reading comprehension.

Neurological Basis: Dyslexia is acknowledged as a neuro-diverse condition, not tied to intellectual abilities, and characterized by specific challenges in processing language-based information. This understanding emphasizes the need for tailored educational strategies to support students with dyslexia.

Efforts to support individuals with dyslexia within the Buea municipality often encompass:

Individualized Instruction: Tailored learning interventions to support reading comprehension and literacy development.

Teacher Training: Initiatives to equip educators with strategies to address the diverse needs of students with dyslexia in the classroom.

Community Involvement: Collaboration with families, healthcare professionals, and community organizations to foster a supportive environment for students with dyslexia.

The local context in Buea reflects a growing acknowledgment of dyslexia as a distinct learning difference that warrants attention, support, and targeted approaches within educational settings.