Texthelp this week released results of a study on dyslexia in the classroom.
A recurring character in this column’s various storylines, educational software maker Texthelp announced the results of a new study which looked at the current state of teaching dyslexic students. The Ireland-based company detailed the survey’s results in a press release published this week. The goal of the study was to “identify common problems in student teaching and learning that could be addressed, and to help build better, more inclusive learning environments.”
The survey wrapped in March, with over 3,000 school personnel participating.
“It is critical that all school districts provide assistive technology tools to every student, whether or not they are neurodivergent, neurotypical, or physically disabled,“ said Texthelp founder and chief executive Martin McKay in a statement for the company’s press release. ”Providing tools for all students can bolster inclusivity in the classroom and welcomes all types of learners. Students should be attuned to how they learn best. Thoughtful, inclusive practices in the classroom make learning easier and more enjoyable for everyone.”
The US-centric survey yielded numerous interesting data points, several of them highlighted by Texthelp on Wednesday. Among the most notable included nearly 50% of teachers surveyed said utilizing assistive technology is one of the best ways to help dyslexic students improve their literacy, along with reading and phonemic awareness. In addition, more than half of respondents (54%) said their districts provide accommodation only when they show a need; this is despite teachers saying they “find a lot of value” in accessing assistive tech, according to Texthelp.
“Texthelp’s goal is to advance the literacy of 1 billion people by 2030. This guides every decision we make and is why we have analyzed the state of learning for students with dyslexia,” McKay said in a new interview with me conducted via email. “This study was essential as schools continue to recover from Covid-19 learning interruptions. The findings have helped us identify the effectiveness of assistive technology tools, [as well as] how these tools tie in to student success.”
As has been spotlighted several times over the years in this space, Texthelp’s raison d’être is, as McKay reiterated to me yet again, to “create inclusive technology tools to help people read, write, and express themselves with accuracy and fluency. In using these tools, students— specifically those with dyslexia—are able to choose how they learn, [which can] help unlock students’ abilities.”
Studies like this—Texthelp did a similar one earlier this year on neurodiversity in the workplace—go a long way in informing where there are needs and, as such, help direct the company’s R&D efforts. “These studies are extremely useful for our future planning. It allows us to hear from educators directly on real problems in the classroom,” McKay said. “Their opinions are really important to us. We want to understand what districts are doing to help make learning fair for everyone. This way we can focus on building tools that meet the needs of all learners.”
He added the surveys are also useful insofar as they signify the importance of continually educating school officials on the benefits technology has on learning.
“Texthelp’s tools have helped me so much,” said Sierra Goodfellow, a dyslexic who was featured in Texthelp’s press release. “Not only in school and in my personal life, but by enabling me to pursue my passion for writing and finish two books.”
Goodfellow received her dyslexia diagnosis when she was in first grade. As her parents teach overseas, the German school she attended at the time initially thought her troubles in the classroom were attributable to a language barrier. After more resources were given with no signs of improvement, it was determined something else was wrong. It was then that Goodfellow’s dyslexia was discovered.
Despite her diagnosis, however, Goodfellow still struggled in school. She was put into a special education classroom alongside students who had behavioral issues, which isolated her from her peers. School staff would tell Goodfellow’s parents she would never make it to college or have a career as a result of her disability. The news devastated her educator parents, but they wouldn’t accept such a bleak portrait of their daughter’s future. Goodfellow quickly changed schools.
“I attended an American school, where I was able to receive more of the resources and help I needed, [but] I still faced struggles throughout most of my educational journey,” she said of switching schools after her diagnosis. “Now I try to spread awareness of the importance of having access to the right technological tools.”
Discovering Texthelp’s Read&Write software would literally change Goodfellow’s life, in the classroom and beyond, for the better. Whereas before she would struggle with keeping up in class and using hard-to-learn tools, her embrace of Texthelp’s technology in high school propelled her to heights unknown—especially since it was during this period she got her own computer for the first time.
“This tool [Read&Write] completely changed my mindset. I could suddenly put my energy into other things and it helped me realize that constantly struggling wasn’t normal. It gave me hope that I [would] make it and be okay,” Goodfellow said of discovering Texthelp. “I was also able to talk to more of my peers about my tools. In turn, they would support me more in the classroom. I also really appreciate Read&Write because it is designed for people just like me. I don’t feel like I have to change myself to use this tool. Instead, the tool works naturally with me.”
Goodfellow’s story exemplifies Texthelp’s ethos. Their app helped her succeed.
More information on Read&Write can be found on Texthelp’s website.
