SARASOTA, Fla. - TelAve -- Technology helps children with dyslexia learn, and the research says so clearly. What it cannot do is notice why a child is stuck and decide what to try next. A new paper by Dr. Livia R. Pailer-Duller, originally written for Liberty University and now summarized for parents and teachers by the American Dyslexia Association (ADA), looks at what the research says about screens, apps, handwriting, and the role of the educator.

The evidence for technology is real. A review of 85 studies with 9,157 students in primary and secondary school found positive effects of mobile technology on learning. Text-to-speech and read-aloud tools also have a positive average effect on reading comprehension, but results vary a lot from child to child. Someone still has to find out whether a tool helps this child.

More on TelAve News

• Sycamore Dove Releases "Loving Every Moment"
• Hospital Direct Medical Equipment Company Seeing Growth in Used Refurbished Medical Equipment Sales
• Scoop Social Co. Brings Its Signature Mobile Dessert Experience to Nashville
• Soft & Sweet Unveils New Studio Location and Website for All-Natural Sugaring in Las Vegas
• Beyond Popularity Rankings, The World's No.1 Superstar® Wins Best Pop Music Video for "Under Your Spell"

That someone is a trained person. Across 14 meta-analyses and systematic reviews, children with dyslexia learn best with explicit, systematic instruction, given one-to-one or in small groups. A computer can record answers and spot patterns. Only a person can put those patterns into the context of the whole child, including tiredness, frustration, and motivation.

The pencil still matters, too. Brain studies with five-year-olds, 12-year-olds, and young adults show that writing letters by hand activates the brain differently than typing them. Good dyslexia training often combines seeing a letter, saying its sound, and writing it, so dropping handwriting only because typing is faster can cost children one of their most useful ways to learn.

"The question is not whether to use technology, but who decides how it is used," said Dr. Livia R. Pailer-Duller. "Let the tablet handle repetition and access. Let a trained adult keep the responsibility for teaching decisions. Children with dyslexia need both."

More on TelAve News

• Simpalm Staffing Launches Tax Preparer Staffing for U.S. CPA Firms
• ASSIST Software Wins Volkswagen Challenge for Automated Quality Inspection
• National Literacy and Workforce Readiness Crisis Sparks New Program Launching in Birmingham
• New England Consulting Partners Celebrates 25 Years of Turnaround Management Solutions
• Looop Officially Launches a Safety Notifications App for Families Who Care From a Distance

The article closes with questions parents and teachers can ask before adding another app, such as what learning problem the technology should solve and what still needs a trained person. A realistic plan can combine text-to-speech, a pencil, an app for extra repetition, and regular sessions with a Certified Dyslexia Trainer.

The full article, with all ten sources, is at dyslexia.me (https://www.dyslexia.me/technology-tool-not-teacher-dyslexia/).

The American Dyslexia Association Inc. is a 501(c)(3) nonprofit charity based in Osprey, Florida. It supports children, families, educators, and adults affected by dyslexia and dyscalculia with free information, worksheets, games, and the AFS-Method. More at american-dyslexia-association.org (https://www.american-dyslexia-association.org/).