Evaluating New Approaches of Intervention in Reading Difficulties in Students with Dyslexia: The ilearnRW Software Application

The aim of this paper is to increase knowledge and understanding on how the implementation of language content through specialized software, such as the “Integrated Intelligent Learning Environment for Reading and Writing-iLearnRW”, can enhance learning during intervention procedures to enhance reading skills for children with dyslexia.The iLearnRW software is a newly designed tool that makes use of innovative technology and provides individualized intervention through games that incorporate learning activities, addressing those language areas that are most challenging for children with dyslexia in a highly entertaining and motivating way. Individualized intervention is provided through an underlying user profile, which incorporates these language features and is constantly updated as the child uses the software playing games, presenting language material selected based on his difficulties and recording his progress. A group of 78 students (52 male, 26 female) diagnosed with dyslexia, aged between 9 and 11 years old, was assessed for phonological, morphological and vocabulary skills. The students logged in the iLearnRW software on a mean of 14.18 days over a six-month intervention. After the 6-month intervention, the students were assessed once again on the same skills so as to establish the tool’s effectiveness.The results’ analysis revealed the following: (i) there was a strong constructional linkage between the profile entries of the sample, the language content of the tasks of the screening test as well of the games and its effectiveness in the students’ performance; (ii) the students who received specific guidance by their teachers, obtained higher success rates in most of the games than the students without any guidance, and (iii) the quantity of the language content and the time playing were not correlated with the students’ performance in the software’s games. Keywords: Digital technology, assistive computer software, dyslexia, learning environmen

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 randomised proof-of-concept trial on the effectiveness of a game-based training of phoneme-grapheme correspondences in pre-readers

Background: Learning which letters correspond to which speech sounds is fundamental for learning to read. Based on previous experimental studies, we developed a serious game aiming to boost letter-speech sound (L-SS) correspondences in a motivational game environment. Objectives: The goal of this study was to determine the efficacy of this game in training L-SS correspondences in pre-readers. Additionally, an extended version of the game was developed given the importance of handwriting in audio-visual integration. We established whether including a motoric component in the game boosted the letter-speech sound training on top of the effect of the game without the motoric component. Methods: One-hundred forty-five kindergartners were randomly allocated to play either the standard audio-visual version of the game, the motoric version or a control math game. All children were pre- and post-tested on L-SS knowledge and reading accuracy. Results and conclusions: We found that playing the game enhanced pre-readers' L-SS knowledge, but not reading accuracy, after a short, intensive intervention period of 3 weeks. However, children who played the motoric version of the game did not differ significantly from either the standard or the control condition. Implications: This game was efficient in training L-SS correspondences in pre-readers. These results suggest that this game might be useful as a preventive evidence-based intervention for at-risk children in kindergarten who might benefit from a head start before learning how to read. Future studies are needed to examine whether a longer intervention period results in L-SS knowledge being translated into reading skills.</p

Technology in Rehabilitative Interventions for Children

This Special Issue is aimed to offer an overview of studies presenting new rehabilitation approaches addressed to children with neurodevelopmental disorders, designed to enhance the effects of learning processes through the use of new technologies. The contributions of this Special Issue, authored by researchers and clinicians from some of the most valued Italian scientific institutions in the field of neurodevelopmental disorders, can offer some useful data and advice on the use of technology in rehabilitation and telerehabilitation to researchers, rehabilitators, clinicians and pratictioners (psychologists, neuropsychologists, speech therapists, etc.)

Using Gamification to Motivate Students with Dyslexia

The concept of gamification is receiving increasing attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a set of provisional implications for gamification distilling opportunities for future pedagogical uses, gamification design for special education and methodological approaches to how gamification is studied

Dyslexia: Causes, Management and Implications for the Nigerian Primary School Child

Dyslexia is one of the most common language learning disability. Children with dyslexia have difficulty in learning to read despite traditional instructional method. It is caused by impairment in the brain&#8223;s ability to translate images received from the eyes or ears into understandable language. There are many children in our school system who are not able to read and require help through retention to improve their reading skills. This paper discusses dyslexia, its characteristics, types and management. Finally the paper proffers some recommendations

The potential of Serious Games to foster learning among children and adolescents with disabilities: A systematic review

Serious Games for children and adolescents with disabilities can enhance their learning and respond to their needs in an inclusive educational setting. The aim of this systematic review is to analyze the potential of Serious Games for children and young people with disabilities, thereby providing an overview of effective Serious Games for schools and practitioners in the field of inclusive education. For this purpose, a systematic review of empirical literature found in the database Education Resources Information Centre (ERIC) was conducted, applying a qualitative content analysis. Findings from the 21 reviewed quantitative and qualitative studies indicate that Serious Games provide effective support for achieving learning objectives in certain school subjects and facilitate optimal conditions for learning. We found that Serious Games have strong potential and can make an important contribution to the inclusion of children and adolescents with disabilities in school