Can accessible digital formats improve reading skills, habits and educational level for dyslectic youngsters?

Abstract

Dyslexic children face significant barriers when reading printed text. It has been well documented that subsequent lower reading frequency impacts the ability to read, vocabulary and the desire to go to school, causing a negative spiral. Finally, poor reading skills contribute to a significantly lower level of education than for the rest of the population. In 2010 Nota conducted a national study of dyslexic children's reading frequency, the use of hybrid audio and welfare. 500 children were interviewed in a telephone survey for half an hour. Further interviews were also conducted with 200 randomly selected children. The study supports a positive correlation between dyslexic children's access to and use of accessible digital formats and their reading habits, satisfaction with school and ambitions for further education. © 2013 Springer-Verlag Berlin Heidelberg.