Dyslexia and ICTs, Assessment and Early Intervention in Kindergarten

Authors

  • Athanasios Drigas N.C.S.R. "DEMOKRITOS" - INSTITUTE OF INFORMATICS AND TELECOMMUNICATIONS - TELECOMS LAB-NET MEDIA LAB
  • Elektra Batziaka N.C.S.R. "DEMOKRITOS" - INSTITUTE OF INFORMATICS AND TELECOMMUNICATIONS - TELECOMS LAB-NET MEDIA LAB

DOI:

https://doi.org/10.3991/ijet.v11i02.5193

Keywords:

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

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.

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Published

2016-02-23

How to Cite

Drigas, A., & Batziaka, E. (2016). Dyslexia and ICTs, Assessment and Early Intervention in Kindergarten. International Journal of Emerging Technologies in Learning (iJET), 11(02), pp. 53–56. https://doi.org/10.3991/ijet.v11i02.5193

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Papers