Making word-mathematical problem-solving accessible to students with dyslexia in Cyprus: a web-based approach

This study was designed to explore how the use of computers can facilitate and make accessible word-mathematical problem solving for students with dyslexia in Cyprus, given their learning difficulties; that the available ICT resources in Cyprus are restricted; and that the IT skills of the majority of students and teachers are limited, in two different settings: the wholeclassrooms of students with dyslexia and on an individual level.
Web-based learning environments (WBLEs) were designed in collaboration with participating teachers with the use of simple tools that do not demand specialized IT knowledge. Several word-based mathematical problems were chosen. The WBLEs guided the students following five steps. The guidance was facilitated by navigation buttons, audio instructions, pictures, and diagrams, etc. Six whole-classroom implementations were conducted where the students (including a student with dyslexia) collaborated in groups with the use of a computer. Also, eight individual implementations were conducted with two other students with dyslexia; four implementations respectively.
Data were collected through observations, interviews, tests, and computer screen capturing, and these were analysed by following thematic analysis.
It was found that the computer-assisted environment can support students with dyslexia in WMPS to a great extent. The facilities provided by the WBLEs, the benefits of collaborative and individualized learning support with the use of WBLEs, the continuous guidance and feedback provided by teachers, peers and WBLEs, can support students with dyslexia in such tasks. The short-lasting impact is an indication of the need for more frequent use of the computer for this purpose. Also, despite the limited available ICT resources in Cypriot mainstream classrooms, as well as a lack of suitable software for WMPS for students with dyslexia, and limited IT skills of students and even teachers, ICT can be embedded in the instruction with additional learning value for students, by creating simple WBLEs.