2020 Special Education Research, Policy, & Practice

Evaluation and Practices of Mobile Applications as an Assistive Technology for Students with Dyslexia: A Systematic Review Nicole Bell, BS, OTS Julia VanderMolen, Ph.D, CHES Grand Valley State University Abstract The purpose of this systematic review is to evaluate the benefits of mobile applications as an assistive technology (AT) for individuals with dyslexia. The researchers in the present review aimed to identify specific practices that have been shown to improve the reading engagement and comprehension of individuals with dyslexia. To develop an understanding of the existing literature pertaining to the benefits of mobile applications as an AT for students with dyslexia, a systematic review was conducted. The following databases were searched for the review (a) ERIC, (b) PubMed, (c) CINAHL Complete, and (d) Web of Science. After reviewing the titles and abstracts and removing duplicates, 83 articles were excluded on the basis that they did not meet the inclusion criteria. Thirteen studies were deemed relevant to the topic based on the titles and abstracts. More research is needed for mobile applications as an AT and its implications in education. Keywords: dyslexia, assistive technology, mobile applications, occupational therapy Evaluation and Practices of Mobile Applications as an Assistive Technology for Students with Dyslexia: A Systematic Review In the United States’, the Individuals with Disabilities Act (IDEA) (2004), Assistive Technologies (ATs) are broadly defined as “any technology, which enhances the performance of individuals with disabilities” (Haq & Elwaris, 2013, p. 880). ATs can be devices, items, equipment, or product systems that increase, maintain, or improve the functional capabilities of students with disabilities (IDEA, 2004; Goodrich & Garza, 2015; Parette, Crowley, and Wojcik, 2007). AT can reduce the effects of specific disabilities and allow students to focus their ability on the particular demands of academic tasks of importance, such as reading and literacy. Reading is not merely an activity for gaining knowledge. It is a transactional activity in which people engage, in the role of either student, employee, or employer, and as a leisure participant (Rosenblatt, 2013). The reader engages with a task object, the reading medium—for example, a book, iPad, or food nutrition label. The use of mobile technology has become increasingly popular for reading activities in the past decade, resulting in a higher potential and demand for the implementation of mobile applications. Mobile applications allow for convenient transportation and access to activities in daily life at school, home, and in the community (Reid, 2013). Applications can be personalized to account for an individual’s needs (Dawson, 2018). Additionally, mobile apps as AT can provide children with dyslexia with assistance in reading literacy and comprehension (Reid, 128