The Future of Education

Dyslexia and dysorthographia, specific and persistent learning disabilities (WHO, 2007), have major consequences on the development of writing skills and negatively affect self-perception, anxiety in writing and the motivation of young people. American studies (MacArthur 2013 and Berninger et al., 2015) show a generally positive contribution of assistive technologies to the quality of written productions, but also to self-perceptions and commitment (Rousseau et al., 2004). However, there are very few studies in French-speaking contexts. This is what the current research aims to fill. 29 students aged 12 to 13, attending Canadian schools, participated in the research. They all presented very important difficulties in writing, ranging from severe to very severe. They had assistive technologies in class (word reviewer, voice dictation, word predictor, etc.). At three times over a two-year period, participants had to write a text with and without technological aids. They also completed questionnaires on self-efficacy, anxiety, and self-perception. The results show that if students have a more positive self-perceptions and less anxiety when using their tools, their scriptural skills do not improve, other than the spelling of words. The moment when they use their assistive technologies and the efficiency of its use is one of the explanatory argument presented in this communication.

Keywords: Dyslexia, dysorthographia, writing skills, assistive technologies;