measuring the reading abilities of dyslexic children through a visual game

In modern society about 10% of children suffer from a neuro-developmental disorder called dyslexia, which implies difficulties in learning to read. According to recent research, playing action videogames can be a valid teaching tool to improve the reading skills of dyslexic children through forms of engagement and interaction. This paper describes the design, implementation, validation and experimentation of an educational action game oriented to promote phonological and visuo-spatial attention training in dyslexic subjects aged between 7 and 9

Visuo-spatial attention and reading abilities: an action game prototype for dyslexic children

The ability to play action videogames – not directly related to phonological or orthographic training – seems to be a teaching tool able to intervene specifically on spatial attention and drastically improve the reading skills of dyslexic children. The MADRIGALE project aims at the design and development of an action game, simultaneously involving both phonological and attention training in order to adapt educational game strategies for special needs. Within the MADRIGALE project, the design of the prototype was presented at the International Conference on Intelligent Networking and Collaborative Systems, while an experimentation about educational effectiveness of the prototype, conducted using ‘Prove MT2’ as a benchmarking tool for measuring accuracy and speed of reading, was published in the International Journal of Emerging Technologies in Learning (iJET). This paper is an extension of the work presented in SIREM – SIEL 2014 Conference, and presents the results of a Game Evaluation Sheet administered to 50 primary school teachers with experience of dyslexic student

Visual illusions: An interesting tool to investigate developmental dyslexia and autism spectrum disorder

A visual illusion refers to a percept that is different in some aspect from the physical stimulus. Illusions are a powerful non-invasive tool for understanding the neurobiology of vision, telling us, indirectly, how the brain processes visual stimuli. There are some neurodevelopmental disorders characterized by visual deficits. Surprisingly, just a few studies investigated illusory perception in clinical populations. Our aim is to review the literature supporting a possible role for visual illusions in helping us understand the visual deficits in developmental dyslexia and autism spectrum disorder. Future studies could develop new tools – based on visual illusions – to identify an early risk for neurodevelopmental disorders

Assistive Courseware for Dyslexic Children To Increase Learning Abilities Based on Kinect Technology (ABCDyslexic)

It is well known that every child whether it be in pre-school or primary school have the difficulties to start to learn about language. They do not recognize the alphabet thus making them to read or write even a word is hard enough. Teachers will teach them and assist them in this situation and usually those children will passed from this stage after some time. But there’s a medical conditions where some children have the difficulties to even recognize the shape of the alphabet and effecting in further progress of the studies about language. Those children faced a language-based learning disorder that interferes with the acquisition of print literacy which refers to reading, writing, and spelling. This learning disorder called as Dyslexia which refers to difficulties in reading, writing, and spelling. There is a lot of technique that created special to assists dyslexic children that mainly based on multisensory approach. It optimizes the usage of all sensory organ of a student in learning process. Previous method may not be fully utilized because of the limitation of the apparatus that needed in optimizing the use of sensory organ. So the proposed system is a courseware based on Kinect to help dyslexic to improve learning abilities was presented. The propose system will help dyslexic children to improve their learning abilities by using Kinect that will maximize the use of all sensory organ and based on the English syllabus for primary school in Standard 1 and Standard 2, that officially prepared by the Ministry of Education. The objective of this study is to identify and limitations of the current ways of teaching English to dyslexic pre-school children. Extend its purpose to the investigation of the use of gesture-based learning approach for teaching & learning to dyslexic pre-school children. Then, it purpose also to develop a courseware that based on Kinect and also to conduct user’s perception study towards the develop course. It focuses on dyslexic children at the age of 5-10 years old. During the development process, the incremental and Iterative methodology is chosen. All the analysis, design, and implementation phases performed at the same time thus producing a prototype on each phase. The cycle repeated continually until the final prototype successfully meets the requirements. At first the system should be develop using Microsoft Visual Studio C# and Kinect SDK, but after a few prototyping process, the system has been changed and develop using Adobe Flash. The Kinect application also unattached between the applications as it will allow user that don’t have Kinect to run the application. User may use Kinect or Mouse as a controller for the application.Mainly the system consists of 4 main modules. Each modules dedicated to train in certain area start from Module 1 continue till Module 4. Module 1 focus on getting to know the letters and numbers. Module 2 design to train children with proper spelling. The third module focuses on the self-introduction. Then the last module is for shapes recognition which will train children to differentiate between letters and numbers. After the final prototype has been produced, the user perception study was conducted. The study results helps to support the develop application for further improvement and alteration to the application. The study was conducted on 5 primary school situated around Kluang, Johor. The final result shows good feedback on the application towards them. The application ‘ABCDyslexic’ has the abilities to help dyslexic children to improve their learning abilities thus improving their learning in other aspect. The development of this application will surely contribute to them and also at the same time provide guidance for teacher in assisting Dyslexic children in today learning environment. But further development on this application should be done to improve it even further such as making it compatible in other platform and improving the current modules to really cater and help dyslexic children to improve their learning abilities

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 Effectiveness of Interventions for Developmental Dyslexia: Rhythmic Reading Training Compared With Hemisphere-Specific Stimulation and Action Video Games

Developmental dyslexia is a very common learning disorder causing an impairment in reading ability. Although the core deficit underlying dyslexia is still under debate, significant agreement is reached in the literature that dyslexia is related to a specific deficit in the phonological representation of speech sounds. Many studies also reported an association between reading skills and music. These findings suggest that interventions aimed at enhancing basic auditory skills of children with DD may impact reading abilities. However, music education alone failed to produce improvements in reading skills comparable to those resulting from traditional intervention methods for DD. Therefore, a computer-assisted intervention method, called Rhythmic Reading Training (RRT), which combines sublexical reading exercises with rhythm processing, was implemented. The purpose of the present study was to compare the effectiveness of RRT and that of an intervention resulting from the combination of two yet validated treatments for dyslexia, namely, Bakker\u2019s Visual Hemisphere-Specific Stimulation (VHSS) and the Action Video Game Training (AVG). Both interventions, administered for 13 h over 9 days, significantly improved reading speed and accuracy of a group of Italian students with dyslexia aged 8\u201314. However, each intervention program produced improvements that were more evident in specific reading parameters: RRT was more effective for improvement of pseudoword reading speed, whereas VHSS + AVG was more effective in increasing general reading accuracy. Such different effects were found to be associated with different cognitive mechanisms, namely, phonological awareness for RRT and rapid automatized naming for VHSS + AVG, thus explaining the specific contribution of each training approach. Clinical Trial registration: ClinicalTrials.gov NCT02791841

A SYSTEMATIC REVIEW OF ELEMENTS IN GAME-BASED ARABIC LANGUAGE LEARNING FRAMEWORK FOR DYSLEXIC CHILDREN

Game-Based Language Learning (GBLL) has been proven an effective approach tool to improve learning and has become a widely used teaching aid to maintain engagement and motivation in learners. The purpose of this systematic literature review is to identify the framework elements of Game-Based Arabic Language Learning (GBALL) for Dyslexic Children. Although previous research has addressed various guidelines and frameworks for educational tools in Arabic language learning, however, only few studies focus on dyslexic children. The methodology used in this paper is Systematic Literature Review (SLR) by Kitchenham (2004) and Kitchenham and Charters (2007). A selection of relevant research was performed to achieve the research objectives. The selected online open sources databases involved as are primary resources: Google Scholar, ResearchGate, UM Student Repository, Open Access Theses and Dissertation (OATD). Scientific publications and journals, conference proceedings, and technical papers are found in well-known online databases that include a complete citation and reference analysis. Based on a systematic review process, the researchers reported and discussed findings with possible future research directions. A total of 18 studies were selected, which revealed two themes: the multimedia elements of game-based language learning for dyslexic children and the Arabic language learning elements for dyslexic children. The results of this study can be applied as a guideline for educational tools for dyslexic children in Arabic language learning.   Keywords: framework design, elements, guidelines, game-based Arabic language learning for dyslexic children, game-based learning, dyslexia language learning   Cite as: Noor Azli, M. M., 2Ghazali, Z., Einannabella, N., Asrina Suriani, M. Y., Muhammad Sabri, S., & Sarifah Nurhanum, S. S. (2023). A systematic review of elements in game-based Arabic language learning framework for Dyslexic children. Journal of Nusantara Studies, 8(2), 332-351. http://dx.doi.org/10.24200/jonus.vol8iss2pp332-35

Cross-linguistic and cross-scriptal differences in auditory and visual attentional shifts : comparison between native Cantonese and English speakers

Lallier and colleagues (2010b) put forward a new hypothesis proposing the role of temporal interval between salient units in ones native language in shaping the speed of attentional shift. The present study investigated the applicability of this hypothesis to Cantonese speakers and English speakers by comparing their speed of attentional shift in auditory and visual stream segregation tasks. Contrary to Lallier et al.’s hypothesis, results of stepwise regressions revealed no group difference in the segregation thresholds in both modalities after controlling the participants’ mean reaction time and alerting score in the Flanker task, suggesting that the speed of attentional shift is language-independent. Additionally, this study established the normative data of attentional shift in the typical Cantonese-speaking adults. This information can serve as a basis for evaluating the relevance of “sluggish attentional shift” (SAS) to developmental dyslexia in Chinese with a logographic script, which may provide clinical insights to its diagnosis.published_or_final_versionSpeech and Hearing SciencesBachelorBachelor of Science in Speech and Hearing Science