1 Technology-assisted Reading: Challenges and Opportunities in a Developing Country G van Wyk & A Louw Reading Zone and University of Johannesburg, South Africa EXECUTIVE SUMMARY This paper presents the findings of a comparison between two different computer reading programmes with the aim of compiling a minimum set of requirements for such a programme in a third world educational environment. It further examines the challenges, benefits and limitations of implementing technology assisted reading on a wide scale. The results of this study are used to formulate strategies to best obtain results in reading difficulties. Consequently, reading difficulties are a world- wide problem and therefore require new and innovative ideas to be effectively addressed. Moreover, reading difficulties do not exist in isolation, and should be addressed in small groups with a holistic approach to ensure the best chance of successfully addressing the problem. The facilitator – learner ratio is important to ensure individual attention to learners. The flexibility and adaptability of the software are therefore important aspects during software implementation. When deciding on effective reading software, the applicability of assistive technology as part of an intervention strategy in reading difficulties should be considered as the most important aspect. KEY WORDS Reading comprehension, Reading speed, Technology-assisted reading, Computer-based reading, Reading intervention, Teacher and learner control, Programme flexibility, Programme adaptability, Positive reinforcement, Reading assessment BACKGROUND It has been well documented in academic literature that South African learners are amongst the poorest in the world (Van Wyk & Louw, 2008:[online]). The poor level of reading skills across the world is a daunting phenomenon. Van Wyk and Louw (op. cit.) reported their research results on technology assisted reading for learners in South Africa in 2008, and concluded that computer based reading programmes play an important role in the improvement of reading skills for young learners. Learners identify with the electronic medium and it can therefore be utilised to re-create a love for reading.