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Dyslexic students struggle with word formation, and as a result, often cannot express themselves fully in writing, and demonstrate their true level of knowledge. Teachers are thus unable to assess their work correctly, as the writing difficulties pose constraints to the students’ ability to show their knowledge and comprehension. Technology can greatly improve the education of dyslexic students. It can allow them to reach their full capabilities, and to overcome the learning difficulties that arise from problems with handwriting. In general, having an access to computer can greatly improve dyslexic students’ academic results, creating a level playing field among all students. As keyboarding has become a wide-used skill in today’s educational practice, more general introduction of keyboarding software promises great benefits for dyslexic students. Features such as standard letter fonts, automated editing, spell-check, and word processors with text predict all simplify writing for dyslexic students. Devices such as mobile phones, personal digital assistants, e-book readers and tablets/laptops have been increasingly used in education. The level of their usefulness for dyslexic students depends on their built-in features, including text-to-speech and speech-to-text functionalities, format of the text, the screen resolution and memory, connectivity for connecting external devices such as higher quality microphones, and ability to run multiple programmes at the same time. The use of computer technology further extends to a growing number of software specifically designed for students with reading and writing difficulties.

Prior to the 21st century, literate defined a person’s ability to read and write, separating the educated from the uneducated. With the advent of a new millennium and the rapidity with which technology has changed society, the concept of literacy has assumed new meanings.

Perhaps literacy, and numeracy for that matter, have never really been optional for fully functioning members of society. In our 21st century society—accelerated, media-saturated, and automated—a new literacy is required, one more broadly defined than the ability to read and write.