#computer-controlled robot

Virtual event held by Mr. Richard Fletcher on "Dyslexia, AI and the risks of technological solutionism."

Giving individuals with dyslexia access to AI could potentially have wider benefits such as improved mental wellbeing, reduced anxiety and improved engagement with academia.

Most readers will now most probably have heard of ChatGPT. For some this word may fill us with hope and anticipation. Others may tremble. Before we describe the potential applications of ChatGPT in relation to dyslexia, let’s start by first defining and explaining the term ‘artificial intelligence’ (AI) itself. AI has been defined as ‘the ability of a digital computer or computer-controlled robot to perform tasks commonly associated with intelligent beings’ (Britannica, 2023). However, for individuals with dyslexia some tasks such as searching and extrapolating information from literature sources can be more challenging compared with neurotypical individuals.

AI has now entered what has been deemed as the ‘stage of intelligent cognition’ (Wang et al., 2023). This means that it has potential to mimic brain processes similar to those of humans. This sounds potentially petrifying, but we could think of it from a fresh stance. By way of one example, if we have a class of 30, each with a few different questions related to a topic, does that single teacher have time to answer all of those questions? This is where AI systems such as ChatGPT could come into play. Students can ask questions to the AI portal to deepen their understanding and responses are generated.

It could also be a potentially valuable assistive tool for those with dyslexia. Assistive technology which now encompasses AI has the potential to enhance the learning environment and make it a more pleasant experience for those with dyslexia (Pontikas et al., 2022). There is scope for such approaches to provide another layer of ‘reinforcement’ when used correctly, potentially having a positive impact on learning (Barua et al., 2022).

Gavin Reid (2009) defines dyslexia as: ‘a processing difference, often characterized by difficulties in literacy acquisition affecting reading, writing and spelling. It can also have an impact on cognitive processes such as memory, speed of processing, time management, co-ordination and automaticity. There may be visual and/or phonological difficulties and there is usually some discrepancies in educational performances. There will [be] individual differences and individual variation and it is therefore important to consider learning styles and the learning and work context when planning intervention and accommodations’.

Rather interestingly this definition encompasses learning styles, interventions and accommodations. This is where AI could come into play in this rapidly advancing technological age … as an accommodation and form of intervention to reinforce lea