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Technology to Access Literature and Develop Comprehension
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Authors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research was conducted in a secondary special school with students aged 14-16, many of whom are working at pre-entry or entry level in literacy. The study focused on using technology to support reading engagement and comprehension among learners with special educational needs and disabilities (SEND), particularly those who had become disengaged from phonics-based instruction.
Aims: The research aimed to explore how the Dolphin EasyReader app, could foster a love for literature and improve comprehension skills for a Key Stage 4 male student. It sought to understand how increased autonomy and access to age-appropriate texts might support regulation, motivation and literacy development.
Methods: Two cycles of action research were undertaken. Data collection included phonics session observations, reflective journals, student interviews using word boards, and mood mapping. A case study approach was used to track one student's engagement before and after the introduction of the EasyReader app. Ethical consent was obtained to publish anonymised data.
Findings: Prior to the intervention, the student frequently left phonics sessions and described reading as 'hard', 'boring' and 'sad'. After introducing the EasyReader app, he remained in class, chose relevant texts, and used the app independently during lessons and break times. He demonstrated improved regulation, increased engagement, and significant progress in comprehension. The app's audible features and highlighted text enabled access to literature beyond his current reading level.
Implications: The study highlights the potential of technology to empower students with SEND by offering autonomy, relevance and accessibility in reading. It suggests that shifting control over reading choices and formats can improve engagement and comprehension. These findings support the wider use of inclusive reading technologies and challenge traditional phonics-only approaches for older learners with SEND.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), special secondary, reading, comprehension, technology