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Abstract

Approaches to the decoding of print in the English language have highlighted many important theories as well learning strategies needed to achieve competency in the language. Visual discrimination, visual attention, visual memory and vocabulary learning are among the key strategies listed. The use of technology to facilitate the specific intentional acquisition of visual discrimination, visual attention and visual memory are presented as a possible complementary aid to support the learning, especially among weak young children of the English as a second language. Initial trial using mobile applications (apps) has yielded promising results in supporting the acquisition of visual discrimination and visual attention to print, strengthening the essential basic building block for reading.

Are Existing Mobile Writing Applications for Writing Difficulties Sufficient?

“…Mobile technologies create inspiring learning environments for people by delivering engaging and dynamic content (Cavus & Ibrahim, 2009). Tablets and smartphones offer far more options for exploration than conventional environments owing to their touch screens, which enable children to practice vibrant visualizations, animations, audio, and, more crucially, intriguing features for experimental purposes (Siew et al, 2019). In this regard, using mobile applications for children's learning has become a prominent issue for researchers in recent years.…”