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Alsobhi, et. al., examined assistive technologies for dyslexic students and concluded that the most fundamental considerations to be had when serving students of this population are: “the learning styles that people with dyslexia exhibit, and how [[assistive technology]] can be adapted to align with these learning behaviors.”<ref>Alsobhi, A., Khan, N., & Rahanu, H. (2015). Personalised learning materials based on dyslexia types: ontological approach.Procedia Computer Science, 60, 113-121.</ref>
The [http://www.sciencedirect.com/science/article/pii/S1877050915012673 Dyslexia Adaptive E-Learning] (DAEL) is a suggested a framework that proposes four dimensions that cover 26 attributes. The proposed framework asks educators to make decisions based on perceived ease of use, perceived usefulness, and system adaptability:
*perceived ease of use: This refers to the degree to which a student believes that using the technology is free of effort.<ref>Alsobhi, A., Khan, N., & Rahanu, H. (2015). DAEL framework: a new adaptive e-learnng framework for students with dyslexia. Procedia Computer Science, 51, 1947-1956.</ref> One technique to increase the perceived ease of use includes utilizing technology in which self-descriptiveness is present. This, coupled with clarity and logical flow of functions, makes the learning process easier and the interaction between the user and machine more convenient.<ref>Alsobhi, A., Khan, N., & Rahanu, H. (2015). DAEL framework: a new adaptive e-learnng framework for students with dyslexia. Procedia Computer Science, 51, 1947-1956.</ref>
*perceived usefulness: Defined as how a student’s performance, or learning performance, can be enhanced by a system. Studies show the impact of perceived ease of use and perceived usefulness and their role in a users’ decision on whether to use a system again. Scaffolding as well as accommodations to the student’s learning style will help overcome limitations of system operations, as will feedback geared toward system improvements.<ref>Alsobhi, A., Khan, N., & Rahanu, H. (2015). DAEL framework: a new adaptive e-learnng framework for students with dyslexia. Procedia Computer Science, 51, 1947-1956.</ref>
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