Desembaralhando: a mobile application for intervention in the problem of dyslexic children mirror writing

Cidrim, Luciana; Braga, Pedro H. M.; Madeiro, Francisco

doi:10.1590/1982-0216201820111917

Cited by 20 publications

(19 citation statements)

References 19 publications

(22 reference statements)

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“…For the hand method, the left hand represents b and the right hand represents d and this method is more effective compared to the mirror method. However, these findings do not support the previous research [31]. It demonstrated that rotating the letters in their own axes (mirror method) in the Desembaralhando mobile application was facilitated the learners to recognize the visual difference of the letters such as d and b, q and p, a and e.…”

contrasting

confidence: 79%

The perception of special education teacher in teaching students with dyslexia

Lim

Yeo

Handayani

2022

IJERE

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<span lang="EN-US">Language learning is the biggest challenge for students with dyslexia. Therefore, special education teachers play a pivotal role in assisting students with dyslexia to mitigate any difficulties in their language learning process. This study explored the perception of special education teachers in terms of their experience, challenges faced, and strategies adopted to assist students with dyslexia in the learning process. A semi-structured interview session was conducted with three participants from three primary schools under the Special Education Integration Program (SEIP) Dyslexia Program. The findings indicated that it was challenging for special education teachers to teach students with dyslexia because they lacked the effective teaching methods and resources. Based on their teaching experiences, students with dyslexia encountered difficulties in phoneme-grapheme associations, sound blending, and segmentation. Additionally, the participants perceive that the adoption of a multisensory approach and the utilisation of mobile learning applications are two effective strategies to improve the teaching of language to students with dyslexia. Lastly, this study provided vital findings to be used as research materials by other like-minded researchers in the future.</span>

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confidence: 79%

The perception of special education teacher in teaching students with dyslexia

Lim

Yeo

Handayani

2022

IJERE

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“…En esta línea, se han realizado investigaciones que utilizan herramientas tecnológicas para facilitar la intervención en los trastornos específicos del aprendizaje de la lectura y escritura. Por ejemplo, Cidrim et al, (2018) desarrollan una aplicación multisensorial para teléfonos móviles, que permiten a los niños y niñas con dislexia afrontar la escritura en espejo.…”

Section: Aportaciones a La Dislexia Desde El áMbito De La Tecnologíaunclassified

Áreas de desarrollo para intervención en dislexia

Cano

Benito

Villaverde

2022

Ocnos

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La investigación presentada se enmarca dentro del proyecto Europeo Erasmus+ FORDYSVAR, cuyo objetivo principal es contribuir a la inclusión educativa de los estudiantes con dislexia, en edades comprendidas entre los 10 y los 16 años, mediante el uso de la tecnología, concretamente la Realidad Virtual (RV) para mejorar el acceso, la participación y los logros de aprendizaje de los estudiantes con este trastorno de lectoescritura. Se trata de una investigación de corte cualitativo e interpretativo con un carácter descriptivo. Para determinar cuáles son las áreas de desarrollo para la intervención a través de RV, se realizaron entrevistas semiestructuras a grupos de interés (expertos en dislexia, familias y niños con dislexia). Los resultados obtenidos, derivados del análisis de contenido de las entrevistas realizadas y sometido a revisión por expertos, permiten determinar siete áreas de desarrollo a tener en cuenta en el diseño de las actividades incluidas en el software de Realidad Virtual desarrollado en el proyecto FORDYSVAR. El trabajo realizado puede contribuir al avance en la inclusión, tratamiento y rehabilitación de las personas con dislexia a través de la tecnología y concretamente mediante RV, posibilitando un entorno inmersivo y atractivo para desarrollar las habilidades visoespaciales de los estudiantes con dislexia.

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“…This application is designed to encourage literacy in dyslexic children involving topics such as recognizing letters, memorizing letters, remembering letters, writing letters, and sounding letters correctly (Yedra & Aguilar, 2022). Educators, dyslexic children, and parents can also use this application to stimulate learning activities at home (Cidrim et al, 2018).…”

Section: A Introductionmentioning

confidence: 99%

The Effectiveness of Flashcard Media and Letter Learning Applications to Help Dyslexic Children's Reading Ability in Elementary School

Puradireja

2022

CEJ

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Reading is one of the most important skills and is often taught in elementary schools. Usually learning difficulties that are often found are reading difficulties (dyslexia). This article tries to explore the characteristics of the difficulties experienced by dyslexic students in the reading process at school, as well as efforts to overcome reading difficulties for dyslexic students in elementary schools through flashcard media and the 'Learn Letters' application on smartphones. The researcher uses a qualitative type of research with a case study method. The subject of the study was a 7-year-old dyslexic child with the initials APS who attended one of the public elementary schools in the city of Bogor. Data collection techniques used are observation, interviews, and documentation. Data analysis was carried out by data reduction, data presentation, and drawing conclusions. Research findings show that APS can memorize all the letters of the alphabet, but cannot distinguish the letters [b] and [d], [m] and [n], and has difficulty writing some letters and numbers correctly. The results showed that the flashcard learning media and the 'Learning Letters' application could improve the reading skills experienced by the research subjects. Recommendations from research results on the effectiveness of the flashcard creative learning media method and the 'Learning Letters' application can be followed up by using other applications or more interesting media by utilizing digital technology

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Desembaralhando: a mobile application for intervention in the problem of dyslexic children mirror writing

Cited by 20 publications

References 19 publications

The perception of special education teacher in teaching students with dyslexia

The perception of special education teacher in teaching students with dyslexia

Áreas de desarrollo para intervención en dislexia

The Effectiveness of Flashcard Media and Letter Learning Applications to Help Dyslexic Children's Reading Ability in Elementary School

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