TECHNOLOGICAL TOOLS USED BY MALAYSIAN TEACHERS TO ENHANCE ONLINE READING COMPREHENSION FOR PUPILS WITH DYSLEXIA AFTER COVID-19

Abstract

This study investigates the technological tools implemented by Malaysian teachers to facilitate the online reading comprehension skills of pupils with dyslexia after COVID-19. It seeks to understand teachers’ experiences in selecting, modifying, and using online teaching materials. This study employed a qualitative phenomenological approach to gather data from nine teachers at three dyslexia schools. Data collection methods included semi-structured interviews, online lesson observations, and document analysis. The findings reveal that teachers utilised text-to-speech software, multimedia resources, and gamified platforms, modifying them to meet students’ specific needs. To reduce cognitive load and facilitate comprehension, they implemented visual aids, interactive quizzes, and simplified instructions. Furthermore, collaborating with parents was essential in aligning the tools used to develop reading comprehension at home and at school. These findings address the research question by illustrating the technological tools and digital materials used by Malaysian teachers to support online reading comprehension among pupils with dyslexia. Moreover, the results highlight the importance of multisensory technology use, as well as the need for targeted professional development and increased investment in accessible digital resources to promote inclusive education.