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ERIC Number: ED494934
Record Type: Non-Journal
Publication Date: 2006-Aug-25
Pages: 33
Abstractor: Author
Reference Count: 34
ISBN: N/A
ISSN: N/A
Instructional Computer Programs and the Phonological Deficits of Dyslexic Children
Cammarata, Lisa
Online Submission
The 21st century is a time to contemplate the power of the technological advances that have occurred today. Computers have become idea engines- a tool used for thinking, performing, processing, and instructing people. No one understands or appreciates this phenomenon more than children suffering with dyslexia. These children's ability to learn or read at a fundamental level is severely deterred. The students' reading proficiencies are more apt to becoming a non-existent entity because of a devoid in their phonological awareness capabilities. Phonic perception is one of the main components in determining a child's success in academic reading. Dyslexic students need to learn the basics of phonics and recognize that words are made up of different sounds before they can start to read at an elementary stage. Dyslexic children must be at the heart of the learning process. One way to accomplish this feat is through computer assisted programs that provide these students with phonics instruction. "As technology has evolved so has the capacity of conventional computers and software to flexibly meet the needs of a wide range of users with disabilities" (Hawking pg. 10). Computers serve people and are as limitless as the human beings that operate them. The diversifying array of computer programs available today help aid in curtailing the phonological insufficiencies endured by dyslexic children.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A