A Systematic Review of Assistive Technology Use and Literacy Proficiency in Students with ADHD
Assistive technology (AT), especially smartphone apps, is increasingly recognized for enhancing literacy skills among students with disabilities. This systematic review evaluates the impact of assistive technology on the reading and writing proficiency of undergraduate/postsecondary students with ADHD. Three databases, ERIC, Education Full Text, and Professional Development Collection, were searched for peer-reviewed studies published between 2014 and 2024. The inclusion criteria focused on undergraduate students aged 18 to 25 with ADHD using assistive technology as an intervention for literacy enhancement. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a narrative synthesis of three selected studies was conducted, using the Mixed Methods Appraisal Tool (MMAT) for quality assessment. Results, limitations, implications, and recommendations are presented for special education specialists, researchers, and policymakers. The findings suggest that assistive technology tools can support literacy-related outcomes for undergraduates with ADHD, though empirical evidence remains limited.
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