School library reading support for students with dyslexia: a qualitative study in the digital age

Abstract

Purpose

This paper investigates school library services in the digital age for students with dyslexia and explores the impact of current library services on students’ learning.

Design/methodology/approach

A qualitative study with semi-structured interviews was designed according to the LAFE (Look and listen, Assistance and accessibility, Format and fit, and Environment) framework for learners with dyslexia and the 5E instructional model and conducted with 11 school librarians.

Findings

Results indicated that participants lacked knowledge of dyslexia for appropriate library services. Awareness, IT skills, school administration, funding and parental attitudes would influence the library’s tailored services to dyslexic children, despite the rich resources in these participants’ libraries, including paperbacks, digital resources and electronic devices. Adaptations are necessary to provide accessible services, especially by applying digital technologies, and school libraries can positively impact students’ reading interests, promote knowledge inquiry and strengthen information literacy skills.

Originality/value

While students with dyslexia spend significant time in schools, limited studies focus on school library services in the digital age, especially in Asia. This study fills the gap by systematically exploring the issue with the 5E instructional model.

Citation

Li, Q., Wong, J. and Chiu, D.K.W. (2024), "School library reading support for students with dyslexia: a qualitative study in the digital age", Library Hi Tech, Vol. 42 No. 5, pp. 1517-1541. https://doi.org/10.1108/LHT-03-2023-0086