Dyslexia and ICTs, Assessment and Early Intervention in Kindergarten

Athanasios Drigas, Elektra Batziaka

Abstract


This article is a review of how Information and Communication Technologies (ICTs) help in the assessment and early intervention of reading disabilities (RD) and especially of dyslexia. Phonological awareness is highlighted as a main ability that predicts later reading skills. Here are presented several studies that display computer games, programs and applications by which teachers can intervene to boost phonological awareness and help preventing RD or dyslexia from an early age. Most studies focus in preschool age, although dyslexia in kindergarten is a field that has not been investigated thoroughly, and are certainly a precursor for studies to follow.

Keywords


ICTs; reading disabilities; dyslexia; phonological awareness; early intervention; games

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Copyright (c) 2017 Athanasios Drigas, Elektra Batziaka


International Journal of Emerging Technologies in Learning. ISSN: 1863-0383
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