Technology-Assisted Reading: Challenges and Opportunities in a Developing Country

Gerda van Wyk (Reading Zone and University of Johannesburg, South Africa) and Arno Louw (Reading Zone and University of Johannesburg, South Africa)
Copyright: © 2010 |Pages: 359
EISBN13: 9781609602734|DOI: 10.4018/978-1-61520-909-5.ch018
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Abstract

This chapter presents the findings of a comparison between two different computer reading programmes with the aim of compiling a minimum set of requirements for such a programme in a third world educational environment. It further examines the challenges, benefits and limitations of implementing technology assisted reading on a wide scale. The results of this study are used to formulate strategies to best obtain results in reading difficulties. Consequently, reading difficulties are a world- wide problem and therefore require new and innovative ideas to be effectively addressed. Moreover, reading difficulties do not exist in isolation, and should be addressed in small groups with a holistic approach to ensure the best chance of successfully addressing the problem. The facilitator – learner ratio is important to ensure individual attention to learners. The flexibility and adaptability of the software are therefore important aspects during software implementation. When deciding on effective reading software, the applicability of assistive technology as part of an intervention strategy in reading difficulties should be considered as the most important aspect.
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