A Computer-Based Method to Improve the Spelling of Children with Dyslexia

In this paper we present a method which aims to improve the spelling of children with dyslexia through playful and targeted exercises. In contrast to previous approaches, our method does not use correct words or positive examples to follow, but presents the child a misspelled word as an exercise to solve. We created these training exercises on the basis of the linguistic knowledge extracted from the errors found in texts written by children with dyslexia. To test the effectiveness of this method in Spanish, we integrated the exercises in a game for iPad, DysEggxia (Piruletras in Spanish), and carried out a within-subject experiment. During eight weeks, 48 children played either DysEggxia or Word Search, which is another word game. We conducted tests and questionnaires at the beginning of the study, after four weeks when the games were switched, and at the end of the study. The children who played DysEggxia for four weeks in a row had significantly less writing errors in the tests that after playing Word Search for the same time. This provides evidence that error-based exercises presented in a tablet help children with dyslexia improve their spelling skills.Comment: 8 pages, ASSETS'14, October 20-22, 2014, Rochester, NY, US

A systematic review on interventions for children with dyslexia

Dyslexia is often described as the most common learning disability among the students that affect their ability to read and write. Children with dyslexia persist to their reading difficulties into adolescence and adulthood if without effective intervention and instruction. Therefore, this paper aims to review on the current state of available interventions for children with dyslexia in Malaysia and compare the interventions conducted outside Malaysia instead of to identify the frequently used for assistive technology tools in improving literacy skills. A total of 30 articles published between 2009 and 2021 that met the inclusive criteria were downloaded from electronic databases such as Scopus, SpringerLink and ScienceDirect. The interventions were divided into two categories which are phonological-based and assistive technology-based. The findings indicated that most of the interventions are focused on assistive technology tools and mobile learning applications become the favorite choice in Malaysia to assist students with dyslexia in ameliorating their learning difficulties. However, the developed mobile learning applications are not focused on teaching phonics and combined all three language skills (reading, spelling, and writing) in an application. Hence, it is imperative that researchers in Malaysia take into account to develop more mobile learning applications that focus on English language phonics and encompass three language skills (reading, spelling and writing) in an application for students with dyslexia

D-Lexis: Alphabet Mobile Learning Application for dyslexia for dyslexia Based on Slingerland Methods of Learning

This dessertation reports on the development of D-Lexis, a mobile application with android platform to help dyslexic students in alphabetical learning based on Slingerland methods of learning. Dyslexia is a medical condition that hinders reading, language and spelling skills of a student which affects their learning performance and makes dyslexic students hate conventional classroom methods. Therefore, learning modules for dyslexia learning must be in sequence, structured and applies multisensory approach with focus in alphabet learning as fundamental of literacy to overcome problems of phonological processing that leads to offences in reading, writing, memory retention and spelling. This project focus at overcoming 3 offenses such as reversal and inversion of letters while writing, short memory retention and 'dancing letters' conditions as well as confusion of letters while reading through 5 modules-recognizing capital and lowercase letters, tracing capital and lowercase letters and exercise. The development of the system is based on rapid prototype methodology which is flexible for author to ensure the application meeting user's requirements. An interview with the dyslexia practitioners, 3 observations through videos, 5 qualitative surveys and 3 revisions on design of the systems are conducted to ensure the application is meeting requirements and needs of a dyslexic. The application is developed in 2 phase with 3 amendments on designs and 2 amendments on the development process which results in 5 interactive modules aims on enhancing writing and recognition of letters according to dyslexic needs and requirements. The proposed system is not only suitable for dyslexic but also can be used as a pre-literacy learning application for pre-schools students or primary students

Dyslex_Re : The Real-Time Assistance for Dyslexic People

DYSLEX_RE is a real-time reading assistant app for dyslexic people. Dyslexia, also known as reading disorder and it is characterized by trouble with reading ability. Different people are affected to varying degrees. Problems may include difficulties in spelling words, reading at high speed, writing some words, sounding out words in the head, pronouncing words when reading aloud and understanding what one reads. Some cases run in families. OpenDyslexic is a free typeface/font designed to avoid some of the common reading errors caused by dyslexia. The font that includes regular, bold, italic, bold-italic, and monospaced font styles. This application is developed in English language using multisensory approach and it is an appropriate and suitable learning ecosystem for dyslexic children. Previous studies shows that many application that are developed in Malay and Spanish language. And this applications that only recognize some of the alphabetic. But in our application we work with all the alphabetic using OCR. The main objective of the proposed system that uses Google2019;s mobile vision AP

Improving the English literacy skills of Malaysian dyslexic children: the case of culturally responsive mobile multimedia tool

Multimedia tools are becoming convenient and efficient exercise medium for dyslexic children who need to do regular language exercises in order to overcome their neurological learning disability. This study examined a newly developed, culturally responsive mobile multimedia tool for learning English among dyslexic children. The tool is an amalgamation of both cultural and linguistic features in the context of learning English among Malaysian dyslexic children who had different phonological process in utilizing audio capturing tool which hampered the development of their literacy skills. The tool was developed for smartphones and tablets that could run in both Android and IOS platforms. We conducted a test to evaluate the effectiveness of the multimedia tool using quasi experimental method among 20 dyslexic children. The outcomes of the evaluation process revealed that the developed mobile multimedia tool improved both writing and reading capability of the participants compared to traditional training method. This provides evidence that the newly developed culturally responsive multimedia tool could substantially benefit dyslexic Malaysian English learners as well as language instructors who train dyslexic students to acquire literacy skills and attain their better learning capability

Mobile Interactive Courseware for Dyslexic Children

The importance of education shown through words of Barack Obama, President of United States of America, when he said, 'In an economy where knowledge is the most valuable commodity a person and a country have to offer, the best jobs will go to the best educated - whether they live in the United States or India or China'. The word shows very important and obvious message of the need of education in someone‟s life. The „Mobile Interactive Courseware for Dyslexia Children‟ project is a proposed project for Universiti Teknologi PETRONAS undergraduate final year project. Also known as „YoungLexic‟, it offers a learning experience for dyslexic children by taking standard learning method that are recommended by Government for dyslexia children to mobile phone. YoungLexic also hoped to benefit the child directly, on the other hand to help parents so that they involve more to their dyslexic child learning process. Using Android OS as the platform of the courseware, the module of „World of Knowledge‟ had been chose from a survey done to a group of parents with dyslexic children and topic of “Let‟s Go to the Farm” hope to make learning more meaningful and purposeful. The relevancy of the project is accepted with the evidence of a survey done to a group of Android developers and a group of parents with dyslexic children that shows that the courseware is attractive, interactive and suitable to be use by dyslexic children. This document elaborates on the scope and purpose of this project as well as the theory and methodology used in developing it

Developing Reading Skills Using Sight Word Reading Strategy through Interactive Mobile Game-Based Learning for Dyslexic Children

Reading skill is crucial in our daily activities. On the other hand, there are some people who experience difficulties in reading. This is due to the way they see things are different than normal people. This learning disability is known as dyslexia. The symptoms started from young. Children with dyslexia use all of their senses to interact with their surroundings. They are easily attracted to pictures rather than words and are highly imaginative. In this project, a mobile application to help children with dyslexia to develop reading skills is proposed. This paper will discuss about the development of the mobile application. The methodology used in this project will be discussed along with the implementation and testing. The results have shown that respondents gave positive feedbacks prove that the application is effective in developing reading and spelling among dyslexic children. Lastly, limitations, future works and conclusion of the overall project will be discussed. The mobile application is named as “Mr Read”

Mobile Dyslexic Specialized Digital Game-based Learning Object for Learning Letters (DOLL)

Ability to read is a unanimous privilege we have as human. Therefore, research and development on Learning Object (LO) specially built for learning disabilities children is crucial. The issues for this project are the problem encounter by dyslexic students in output generation and information processes; and the factors that affect the effectiveness of mobile learning specially built for dyslexic. The focuses of this project are to propose guidelines and to facilitate student with visual dyslexia, or/and auditory dyslexia or/and dysgraphia; specifically in learning basic Malay language letters with interactive teaching method. Research has been made to identify the focused type of dyslexia, determine the needs of dyslexic; and the effect of graphic and animation on the efficiency of teaching technique. New multimedia-based learning object is being proposed to attract interest of dyslexic children to learn letters in fun approach and improve their recalling skills in recognizing name, shape and sound of letters. The main elements of the proposed learning object are animation, oral narration and digital gamebased. The theoretical framework proposed in this study is based on Principles of Teaching Program for Dyslexics, Stansfield Instructional Strategies, and Game-based Learning Object Framework. This project is carried out using ADDIE Instructional Design Model using Adobe Flash Professional cs5.5. A user experience testing is conducted with the dyslexic children. The result of the user experience testing showed more than half of the students would like to use the LO repeatedly. In addition, teachers agreed that DOLL act as a good new teaching tool in facilitating teaching process for dyslexic students

The Effect of Using Mobile Applications in Treating Learning Difficulties Among Students in Jordan

In today’s digital era, interactive learning media is the right solution to improve the quality of effective and efficient learning. An active engagement between students and learning media using iSpring Suite can enhance student understanding and enthusiasm and motivate students in teaching and learning. This research aims to create Android-based interactive media using iSpring Suite for electric lighting installation learning materials. This research uses the Research and Development (R&D) method with a 4-D development model. This research consists of several stages: defining, designing, developing, and disseminating, and was conducted using validation sheet instruments. The results of this study indicated that the learning media experts confirmed that it was 93.8% valid. At the same time, the materials experts confirmed that it was 90.8% valid. Based on the validity percentage, Android-based interactive learning media using iSpring Suite is highly recommended for electric lighting installations subject. It has been well-tested and effectively applied as an Android-based interactive learning medium

Multimodal learning for dyslexic musicians: Practical applications for adults

Dyslexia affects 15 to 20% of the population according to the International Dyslexia Association. Multimodal media, such as smartphones and tablets, which are capable of presenting varied modes of information (for example, visual, aural, and kinetic), have been shown to aid learning in dyslexic children. Music has been identified as a useful multisensory tool to help educators improve literacy skills in children. However, little research has been done on the impact of dyslexia on a child or adult’s ability to learn and perform music. Few studies have been undertaken that focus solely on dyslexia’s effect on musical ability in children; even fewer address dyslexia in adult musicians. This study summarises the techniques and suggestions in the literature used by both professional dyslexic musicians and educators of dyslexic children. It is hoped that this summary can inform the creation of a resource that assist musicians and their educators to use in tackling the challenges dyslexia can pose in learning and performing music. A proposed customisable music reading application is described in detail. This application would utilise the multimodal nature of tablet computers and smartphones to suit the learning styles of dyslexic musicians