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In recent years, tools such as WebHelpDyslexia and other capabilities of web applications have increased the availability of tools to provide coping skills for students with dyslexia.<ref>Avelar, L. O., Rezende, G. C., & Friere, A. P. (2015). WebHelpDyslexia: a browser extension to adapt web content for people with dyslexia. Procedia Computer Science, 67, 150-159.</ref>
=== Research on Dyslexia in E-Learning Environments ===
In 2006, Woodfine argued that dyslexia can impact the ability of a student to participate in synchronous e-learning environments, especially if activities being completed are text-based. During experimental qualitative research, Woodfine found that data suggested “learners with dyslexia might suffer from embarrassment, shame and even guilt about their ability to interact with other learners when in a synchronous environment.”<ref>Woodfine, et. al. (2006). Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match!. Science Direct, 703-717.</ref>
In a study by Fichten et al., it was found that assistive technology can be beneficial in aiding students with the progression of their reading and writing skills. Tools such as spell check or text-to-speech can be helpful to learners with dyslexia by allowing them to focus more on self-expression and less on errors.<ref>Alsobhi, A., Khan, N., & Rahanu, H. (2015). Personalised learning materials based on dyslexia types: ontological approach.Procedia Computer Science, 60, 113-121.</ref>
==See also==
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