73 research outputs found

    An Assistive Multimedia Courseware for Dyslexics

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    One of the most promising areas of education is the development of computer-based teaching materials, especially interactive multimedia programs. Interactive multimedia allows independent and interactive learning, and yet presents the learning information to the learners in newly engaging and meaningful ways. This paper delivers the theoretical concepts and design of a multimedia courseware called ‘MyLexic’. ‘MyLexic’ is the first learning tool to nurture interest on Malay language basic reading among preschool dyslexic children in Malaysia. The theoretical framework proposed in the study is based on research in dyslexia theory with Dual Coding Theory, Structured Multi-sensory Phonic Teaching and Scaffolding instructional technique. Detail explanations on its learning content are also discussed. The courseware is hoped to contribute a significant idea to the development of technology in Malay language education for dyslexics in Malaysia

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

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    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

    On the Role of Color in Reading and Comprehension Tasks in Dyslexic Children and Adults

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    We investigated the effect of chromatic variations on the reading process with normal and dyslexic readers. We demonstrate that color can induce wholeness, parts-whole organization and phenomenal fragmentation during reading and comprehension tasks within written texts made up of words and non-words in the following conditions: monochromatic (the whole text colored with only one color), word (each word colored in different color), half word (half word colored with a color different from the one of the second half), syllable (every syllable colored with a different color) and letter (each letter with a different color). The dependent variables considered were reading time, reading errors and incorrect answers to a comprehension test. The main results demonstrated that these parameters of reading performance are all influenced by the five aforementioned chromatic conditions. These outcomes manifest similar trends in four groups of readers: children and adults combined with normal or dyslexic readers. Possible applied research and clinical applications are discussed together with some basic questions related to color vision suggesting that the main purposes of color for living beings is to generate wholeness, parts-whole organization and perceptual segmentation

    The impact of font type on reading

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    Significant differences in brain activation patterns exist between readers with and without dyslexia (Shaywitz, 1998). One possible area of difference involves font style that has led to the development of specific fonts to help individuals with dyslexia. Recent studies of dyslexia-specific fonts provide no specific evidence that they improve an individual\u27s reading ability or speed of reading

    Mood affective outcomes from alternate learning strategies: cognitive flexibility and dyslexic education

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    It is theorized that persons with dyslexia and associated conditions may be vulnerable to negative wellbeing, alongside academic deficiency, which has been focused on more widely. This study aims to investigate this theory in teenagers, and to draw relationships with teaching methods. Participants were interviewed, and completed the PANAS (Positive and Negative Affect) scale for children, the Matson Evaluation of Social Skills for Youngsters, and the Educational Environment Survey (an assessment of perceptions on education and ability). Participants with dyslexia and associated conditions showed reduced wellbeing compared to controls, and identified distinct experiential differences of education. This study was successful in proving its predictions, and there is strong evidence that this is the result of educational provisions

    Digital text presentation and navigation to support people with dyslexia

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    Dyslexia is a reading disability that is characterised by difficulties of reading, decoding and spelling. In order make online materials accessible for people with dyslexia, developers should make on-screen presentation of text adaptable. There is very little research that has empirically tested which text presentations and web navigation are helpful or acceptable to people with dyslexia. Therefore two studies are conducted on the aspect of text presentation, Study 1 focused on the effects of typefaces and font size while Study 2 focused on the effects of line spacing and line length. Study 3 focused on the effects on menu organisation and visibility on web navigation. All three studies compared English native speaking adults with and without dyslexia on their eye gaze behaviour, performance, preferences and opinions. For the text presentation studies, the dyslexic participants were grouped into more specific categories, mild and moderately dyslexic, based on the results of a well-established checklist for identifying dyslexia. Eye gaze tracking was measured in all studies. Findings from the studies on text presentation show that all participants had fewer fixations with small font size, shortest fixation durations with dyslexia-optimised typefaces, and fewer and shorter fixations with longer line length. Participants preferred sans serif typeface and wider line spacing. There were different levels of comfort with dyslexia-optimised typefaces for non-dyslexic and dyslexic participants. Findings from the study on web navigation show that fragmented menus with visible sub-menus had fewer fixations, while dynamic sub-menus had fewer revisits and fewer fixations. However unified menus were rated as easier to use, to remember and to learn. Participants with dyslexia show poor performance in both text presentation and web navigation studies. Key contribution of this programme of research is to the methodology of studies to investigate text presentation on screen and web navigation effects for people with dyslexia

    Experimental phenomenology on the role of chromatic accentuation in reading tasks

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    According to Gestalt psychologists, color is considered a secondary attribute and a less effective tool if compared to shape, luminance and motion. In this work novel and meaningful visual properties given by chromatic variations in the reading process in normal and dyslexic readers have been studied. It was shown that color highlights wholeness, parts-whole organization and phenomenal fragmentation during reading and comprehension tasks in reading texts made of words and non-words modified through several color conditions: monochromatic (the whole text colored with only one color); word (each word colored in different color); half word (half word colored in a color different from the one of the second half); syllable (every syllable in a different color); letter (each letter in a different color). The aleatory variables here considered were: the reading time, the reading errors and the incorrect answers given in a comprehension test. The outcomes demonstrated that these variables are all directly related and strongly affected by the five chromatic conditions. These findings illustrate similar trends in the four groups of readers: children and adults, normal and dyslexic readers. Further possible researches and eventually some clinical applications are also discussed along with some questions related to color vision. They suggest the main purposes of color for living beings which is that to generate wholeness, parts-whole organization and perceptual fragmentation
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