Interactive Multimedia Learning Object (IMLO) for Dyslexic Children

Abtahi, Masoumeh Sadat

doi:10.1016/j.sbspro.2012.06.801

Cited by 20 publications

(16 citation statements)

References 4 publications

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“…A multi-sensory approach was advocates by Thomas in 1977 for children that have remedial problems [10]. Thus, every teaching technique must use as it can be many useful, interactive and collaborative tools for lecturers and dyslexia's students in order to enhance their teaching and learning process [11].…”

Section: Discussionmentioning

confidence: 99%

Web readability for students with Dyslexia: Malaysian case study

Sarpudin

Zambri

2014

2014 3rd International Conference on User Science and Engineering (I-USEr)

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Dyslexia is a specific reading disability in word recognition, spelling and decoding. Students with Dyslexia require special adjustments to the text and text environment to be able to read better. Current studies have shown that many assistive technologies such as software application and other tools are available in aiding Dyslexia's student in reading. However, websites that support Dyslexia's student in reading are very minimal. This discourages Dyslexia's student to use the Internet. Therefore there is a need to identify user-interface requirements for web readability for students with Dyslexia. The requirements are font style, font size, font color, background color and spacing. This is in line with result from several interviews conducted among educators in Dyslexia Titiwangsa Centre. By using the user-interface requirements, the researcher developed a prototype of web readability for students with mild stage of Dyslexia using Cascade Style Sheet (CSS). The reading ability of the Dyslexia's students in Dyslexia Titiwangsa Centre was tested on the prototype. The results showed that the Dyslexia's students were able to read better and easier when using built-in userinterface requirements in the website.

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Section: Discussionmentioning

confidence: 99%

Web readability for students with Dyslexia: Malaysian case study

Sarpudin

Zambri

2014

2014 3rd International Conference on User Science and Engineering (I-USEr)

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“…When the images been applied, children can learn easily, dyslexic's can create a story from the lesson that had been done. In [15] said graphics and images are suitable for dyslexic children because it can attract children and make the children more active in the program. So that, CinTA used an interactive images to represent all buttons covered by a beautiful background images to help children stay focus and interested to click the buttons and explore the application.…”

Section: Images and Soundsmentioning

confidence: 99%

Mobile application to enhance writing skills ability among dyslexic children: CinTA

Azmi

Nasrudin

Wan

et al. 2018

J. Fundam and Appl Sci.

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“…Figure 3 shows the distribution of articles according to the year of publication, where it is possible to verify a higher concentration of publications in the years 2012 and 2014. Some studies on ICT applied to dyslexia [14][15][16][17] verified the applicability of interactive multimedia tools in dyslexic subjects and suggestions for future work. The functionality of software in other technological instruments, such as tablets, has been tested with adaptations to improve the performance of dyslexic children 18 .…”

Section: Literature Reviewmentioning

confidence: 99%

“…In the four (19.05%) articles classified as being of evaluation (E) it was found that the information collected in questionnaires applied to teachers and/or parents allowed modifying and/or adapting the construction of technological products for children with dyslexia 9,14,16,19 .…”

Section: Literature Reviewmentioning

confidence: 99%

“…In the 21 related scientific articles 3,[5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][21][22][23][24][25] published between 2010 and 2015, some aspects regarding the use of ICTs applied to dyslexia were suggested: type and font size; more suitable color variations in the screens that favor reading; control in the time of execution of the activities; text-to-speech conversion to be able to listen to the read text itself; phonological and multisensory resources to stimulate phonological awareness and spelling, besides interactive multimedia instruments as well as more appropriate characteristics of technology.…”

Section: Literature Reviewmentioning

confidence: 99%

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Tecnologias da Informação e da Comunicação (TIC) aplicadas à dislexia: revisão de literatura

Cidrim

Madeiro

2017

Rev. CEFAC

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The current paper aims to present an integrative literature review of scientific articles published in national and international journals, approaching the use of information and communication technology (ICT) such as computers, tablets, iPad's, mobile phones, e-readers, virtual reality and virtual learning environments, applied to dyslexia. The database consists of scientific articles published between 2010 and 2015, from the following platforms: Science Direct/Elsevier, SciELO -Scientific Electronic Library Online, MedLine -Medical Literature Analysis and Retrieval and Portal de Periódicos da CAPES. Scientific articles were selected, corresponding to 20 international (95.23%) papers and 1 national (4.77%) paper. The works considered in the present paper in general aim at the development and application of technological instruments that can minimize the difficulties by dyslexics in reading and writing learning. Due to shortage of articles published in Brazil, there is a need for more studies on this topic in view of the benefits of ICT within evaluation and intervention in dyslexia observed in international articles. Keywords: Dyslexia; Technology; Software RESUMO O objetivo deste estudo é apresentar uma revisão integrativa da literatura, contemplando artigos científi-cos publicados em periódicos nacionais e internacionais que abordam o uso das tecnologias da informação e da comunicação (TIC), tais como computador, tablets, iPads, mobile phones, e-readers, realidade virtual e ambiente virtual de aprendizagem, aplicadas à dislexia. A base de dados escolhida para este estudo foi constituída de artigos científicos publicados no período de 2010 a 2015, a partir das seguintes bases eletrônicas de dados: Science Direct/Elsevier, SciELO -Scientific Electronic Library Online, MedLine -Medical Literature Analysis and Retrieval e o Portal de Periódicos da CAPES. Foram selecionados para este estudo 21 artigos científicos, sendo 20 (95,23%) artigos internacionais e um (4,77%) artigo nacional. Os trabalhos contemplados, no presente estudo, em geral, visam a construção e aplicação de instrumentos tecnológicos que possam vir a minimizar as dificuldades do disléxico no âmbito da aprendizagem da leitura e da escrita. Em meio à escassez de artigos publicados no Brasil, verifica-se a necessidade de mais estudos sobre essa temática, tendo em vista os benefícios das TIC no âmbito da avaliação e intervenção em dislexia constatados em artigos internacionais.

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Interactive Multimedia Learning Object (IMLO) for Dyslexic Children

Cited by 20 publications

References 4 publications

Web readability for students with Dyslexia: Malaysian case study

Web readability for students with Dyslexia: Malaysian case study

Mobile application to enhance writing skills ability among dyslexic children: CinTA

Tecnologias da Informação e da Comunicação (TIC) aplicadas à dislexia: revisão de literatura

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