Assistive technology in the reading clinic: Its emerging potential

In this article, the authors establish a clinical definition of assistive technology (AT), describe how theory and available research support its use in clinics, link AT in clinics to AT in schools, and describe the potential uses of AT in clinical settings. Although many reasons may underlie a reluctance to embrace AT, surely one of them is an adequate research base to guide its clinical use. Until an adequate foundation of evidence becomes available, AT applications cannot reasonably be expected to flourish in the clinic. Although clinical practice must always rely on trials of potential methods with actual clients, research must first have validated such methods to the extent that they can be reasonably attempted with a given individual. The authors identify central questions that might guide useful lines of inquiry in the establishment of such a research base.

McKenna M. C., Walpole S.
Reading Research Quarterly, 42(1), 140-145.
Related Research
Content Area: 
IDEA Disability Category: 
emotional disturbance
major-other health impairment
specific learning disability
speech or language impairment
Instructional Support: 
multiple formats of text and notation
practice and reinforcement activities