Creative solutions to making the technology work

Research into the behaviours manifested by the dyslexic condition has often focused upon younger dyslexic pupils and the lower-order skill difficulty in decoding and encoding. A surge in interest in the writing process has shifted the focus to higher-order skills, and a growing body of research is emerging within the higher education context (Hughes & Suritsky, 1994; McNaughton et al., 1997; Hatcher, 2001; Singleton é Aisbett, 2001; Farmer et al., 2002). Students are expected to be ‘expert’ writers, and the mark of a good student is the ability to use writing as a tool for thinking.