Dyslexic students' experiences in using assistive technology to support written language skills: a five-year follow-up.

This study can contribute to the development of AT academic practices enriched by users' views. The findings reveal factors enabling or hindering students' continued AT usage. Contextual factors in schools concern organisational elements rather than AT accessibility. Students' emotional responses (using AT in the classroom) are influenced by dyslexia self-acceptance and AT attitudes. Students' understanding of how and why to use AT may limit the development of meaningful strategies. Implications and suggested further research are provided to improve dyslexic students' AT experiences and success in school.IMPLICATIONS FOR REHABILITATIONUnderstanding the organizational factors that enable or hinder continuous assistive technology (AT) use can help teachers support dyslexic students' development in text-based learning throughout schooling.Ongoing attention to the emotional aspects of AT use in the classroom may be a valuable support in conjunction with systematic AT training.Listening and text production strategies with AT may need ongoing support to develop both lower-order and higher-order skills.