TECHNOLOGY-ASSISTED READING INTERVENTIONS FOR STUDENTS WITH DYSLEXIA: DESCRIPTIVE QUALITATIVE RESEARCH

Mohammad Aziro Gofa Pujangga, Diah Retno Widowati, Mochammad Imron Azami

Abstract


Abstract: This study explores the impact of technology-assisted reading interventions on students with dyslexia, focusing on their reading skills and learning experiences. Given the estimated 10-15% prevalence of dyslexia among school children globally, this research is particularly relevant for Indonesia, where approximately 5 million students are affected. The study employed a qualitative descriptive approach, collecting data through in-depth interviews with students and teachers at Diponegoro Junior High School Batu, East Java. Technology used in the interventions included educational smartphones, Calis (Baca-Tulis) modules displayed via LCDs or projectors, and reading applications in Indonesian and English installed on mobile devices.The findings reveal that with proper support from school and family environments, technology can significantly enhance the reading abilities and confidence of students with dyslexia. However, integrating technology into traditional curricula remains challenging, with concerns about potential gadget addiction and reliance on conventional teaching methods. The study underscores the importance of collaboration between teachers, students, and parents to optimize the benefits of technology in inclusive education. It recommends further research on the effectiveness of interactive multimedia tools and the development of adaptive, technology-based educational strategies to create a more inclusive learning environment for dyslexic students.


Key words: Dyslexia, Reading Intervention, Educational Technology


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References


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