Advertisement

TraceIt: An Air Tracing Reading Tool for Children with Dyslexia

  • Tiara Tzyy Li Teh
  • Kher Hui NgEmail author
  • Behrang Parhizkar
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9429)

Abstract

In this paper, we explore how assistive technology can be used to support the learning development of children with dyslexia. Dyslexia is the most common learning disability. Existing strategies employed to help dyslexic children to read include multi-sensory methods such as tracing letters in the air. New technologies could help them learn by utilising all senses. In this paper, we present TraceIt, an interactive learning tool to teach children with dyslexia how to read through multi-sensory methods to include visual, auditory and kinaesthetic movement. Building upon prior work on tangible interaction, it allows students to air trace alphabets using physical objects of a specific colour to interact with the reading program. Based on evaluations conducted at the Dyslexia Association of Malaysia, this paper contributes towards understanding the opportunities as well as challenges involved in applying such interaction technique to support the learning development of children with dyslexia.

Keywords

Dyslexia Children Tangible user interface Assistive technology Learning tool 

Notes

Acknowledgments

We would like to thank Pn. Sariah bt. Amirin for allowing us to conduct the evaluation study at the Dyslexia Association Malaysia and supporting this research project with constructive feedbacks.

References

  1. 1.
    Al-Lamki, L.: Dyslexia its impact on the individual, parents and society. Sultan Qaboos Univ. Med. J. 12, 269–272 (2012)CrossRefGoogle Scholar
  2. 2.
  3. 3.
    Tunmer, W., Greaney, K.: Defining dyslexia. J. Learn. Disabil. 43, 229–243 (2009)CrossRefGoogle Scholar
  4. 4.
    Draffan, E.A., Evans, D.G., Blenkhorn, P.: Use of assistive technology by students with dyslexia in post-secondary education. Disabil. Rehabil. Assist. Technol. 2(2), 105–116 (2007)CrossRefGoogle Scholar
  5. 5.
    International Dyslexia Association. http://eida.org/
  6. 6.
    Persatuan Dyslexia Malaysia. http://dyslexiamalaysia.org.my/
  7. 7.
    Subramaniam, V., Che Mat, N.H.: The mastery of the 3 M among dyslexia children based on the revised dyslexia list instrument screening test. Glob. J. Hum. Soc. Sci. Linguist. Educ. 13(14), 41–47 (2013)Google Scholar
  8. 8.
    Gomez, C.: Dyslexia in Malaysia. In: The International Book of Dyslexia, pp. 158—163 (2003). http://www.wiley.com/legacy/wileychi/dyslexia/supp/Malaysia.pdf
  9. 9.
  10. 10.
    Koleva, B., Benford, S., Ng, K.H., Rodden, T.: A framework for tangible user interfaces. In: Proceedings of PI03 Workshop at Mobile HCI 2003. ACM Press (2003)Google Scholar
  11. 11.
    Pandey, S., Srivastava, S.: Tiblo: a tangible learning aid for children with dyslexia. In: Proceedings of DESIRE 2011, pp. 211–220. ACM Press (2011)Google Scholar
  12. 12.
    Pandey, S., Srivastava, S.: SpellBound: a tangible spelling aid for the dyslexic child. In: Proceedings of the 3rd International Conference on Human Computer Interaction, pp. 101–104. ACM Press (2011)Google Scholar
  13. 13.
    Rello, L., Baeza-Yates, R.: Evaluation of dyswebxia: a reading app designed for people with dyslexia. In: Proceedings of W4A 2014, Seoul, Korea (2014)Google Scholar
  14. 14.
    Radell, A.: How does the use of phonemic awareness skill-building software in conjunction with an in-school literacy program benefit students’ literacy skills? Education Masters (2012). http://fisherpub.sjfc.edu/education_ETD_masters/232
  15. 15.
    Loeb, et al.: The effects of fast ForWord language on the phonemic awareness and reading skills of school-age children with language impairments and poor reading skills. Am. J. Speech Lang. Pathol. 18(4), 376–387 (2009)CrossRefGoogle Scholar
  16. 16.
    Czyzewski, A, Odya, P., Grabkowska, A., Grabkowshi, M., Kostek, B.: Smart Pen – new multimodal computer control tool for dyslexia therapy. In: Proceedings of SIGGRAPH Posters 2009 (2009)Google Scholar
  17. 17.
    Marshall, P.: Do tangible interfaces enhance learning? In: Proceedings of the 1st International Conference on Tangible and Embedded Interaction, Baton Rouge, Louisiana, USA, 15–17 February 2007Google Scholar
  18. 18.
    Rello, L., Baeza-Yates, R., Dempere-Marco, L., Saggion, H.: Frequent words improve readability and short words improve understandability for people with dyslexia. In: Kotzé, P., Marsden, G., Lindgaard, G., Wesson, J., Winckler, M. (eds.) INTERACT 2013, Part IV. LNCS, vol. 8120, pp. 203–219. Springer, Heidelberg (2013)CrossRefGoogle Scholar
  19. 19.
    Interagency Commission on Learning Disabilities: Learning disabilities: a report to the U.S. Congress. Government Printing Office, Washington DC, USA (1987)Google Scholar
  20. 20.
    Rüsseler, J., Probst, S., Johannes, S., Münte, T.: Recognition memory for high-and low-frequency words in adult normal and dyslexic readers: an event-related brain potential study. J. Clin. Exp. Neuropsychol. 25(6), 815–829 (2003)CrossRefGoogle Scholar
  21. 21.
    Regtvoort, A.G., van der Leij, A.: Early intervention with children of dyslexic parents: effects of computer-based reading instruction at home on literacy acquisition. Learn. Individ. Differ. 17(1), 35–53 (2007)CrossRefGoogle Scholar
  22. 22.
    Abdullah, M.H.L., Hisham, S., Parumo, S.: MyLexics: an assistive courseware for dyslexic children to learn basic Malay language. ACM SIGACCESS Accessibility and Computing, issue 95, pp. 3–9 (2009)Google Scholar
  23. 23.
    Willis, J.: Research-Based Strategies to Ignite Student earning: Insights from a Neurologist and Classroom Teacher. ASCD, Alexandria (2006)Google Scholar
  24. 24.
    Bara, F., Gentaz, E., Cole, P., Sprenger-Charolles, L.: The visuo-haptic and haptic exploration of letters increases the kindergarten-children’s understanding of the alphabetic principle. Cogn. Dev. 19(3), 433–449 (2004)CrossRefGoogle Scholar
  25. 25.
    Bara, F., Gentaz, E., Cole, P.: Haptics in learning to read with children from low socio-economic status families. Br. J. Dev. Psychol. 25(4), 643–663 (2007)CrossRefGoogle Scholar
  26. 26.
    Dehaene, S.: Reading in the brain: The new science of how we read. Penguin, New York (2009)Google Scholar
  27. 27.
    Kelly, K., Phillips, S.: Teaching Literacy to Learners with Dyslexia: A Multisensory Approach. SAGE, London (2011)Google Scholar
  28. 28.
    Malani, M.D., Barina, A., Kludjian, K., Perkowski, J.: Improving phonemic awareness in children with learning disabilities. EBP Briefs 5, 51–59 (2011)Google Scholar
  29. 29.
    Strong, G.K., Torgerson, C.J., Togerson, D., Hulme, C.: A systematic meta-analytic review of evidence for the effectiveness of the ‘Fast ForWord’ language intervention program. J. Child Psychol. 52(3), 224–235 (2011)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  • Tiara Tzyy Li Teh
    • 1
  • Kher Hui Ng
    • 1
    Email author
  • Behrang Parhizkar
    • 1
  1. 1.School of Computer ScienceUniversity of Nottingham Malaysia CampusSemenyihMalaysia

Personalised recommendations