Screen-v-Paper: Questioning assumptions surrounding the way dyslexic students access text

Michèle Wright

University of Wales Trinity Saint David, Mount Pleasant Campus, Mount Pleasant, Swansea; michele.wright@uwtsd.ac.uk

24th March 2016

Abstract

This study explores the extent to which Higher Education (HE) students with dyslexia find electronic text easier to access via digital devices than hard copy print text when engaged in literacy activities.  It is concerned with investigating the ways in which dyslexic students access information and then work with that information.  The research aims to question the prevalent assumption that all students with dyslexia find digital media helpful when reading and writing as the format appears to be visual and can be manipulated and navigated around more effectively and speedily than is the case with traditional ‘text’ based books.