Literacy, assistive technology and e-inclusion

This article considers research directed at conceptualising aspects of assistive technology of benefit to ineffective readers. In particular, it deals with educational practice that fosters e-inclusion. Exploring the potential of digital technologies, this article presents results from research in a five-year period in Denmark. Frequent and proper use of assistive technologies may promote reading fluency, but the core objective is to overcome barriers to learning and to support ineffective readers to work at age-related expectations. Compared to learning without any assistive technology, ineffective readers develop higher intrinsic motivation and self-esteem regarding school work. The use of digital technology helps them when translating written words into spoken words (decoding) and when getting meaning from the text. In general, they also become more self-reliant and produce texts of higher quality. An innovative strategy, consequently, encompasses quality reading education and implementation of technology enabling age-relevant text comprehension.