Adaptive Arabic application for enhancing short-term memory of Dyslexic children

Noura Al-Ghurair

Abstract


Dyslexia is defined according to the U.S. National Institute of Health as “a learning disability that can hinder a person's ability to read, write, spell, and sometimes speak”. In Kuwait, Dyslexia is considered to be one of the most common learning disabilities experienced and diagnosed in school age children. Worldwide research is being conducted to explore the effect of using technology as a positive intervening factor enabling the enhancement of the abilities of dyslexic children.  Several institutions are conducting research on how to enhance dyslexic abilities in the context of the Kuwaiti Arabic culture.  Kuwait Institute for Scientific Research (KISR) has developed an Arabic application called “Sinbad and Jasmin” in collaboration with the Kuwait Dyslexia Association (KDA).  In this paper, we will discuss the design, methodology and evaluation of the developed application, whose aim is to enhance the short-term memory of dyslexic children.  Analysis of results of the study conducted on selected dyslexic students from the KDA is presented.  An assessment of the long term enhancement effect of the developed application on dyslexic conditions will be conducted in the future.


Full Text:

PDF

References


Al-Wabil, A., Meldah, E., Al-Suwaidan, A. & AlZahrani, A. 2010. Designing educational games for children with specific learning difficulties: insights from involving children and practitioners. 2010 Fifth International Multi-conference on Computing in the Global Information Technology, IEEE Computer Society, 195-198.

Ball, S. 2006. Accessibility in e-assessment guidelines. Final report commissioned by TechDis for the e-assessment group and accessible e-assessment forum.

Berkhan, O. 1917. Uber die Wortblindheit, ein Stammeln im Sprechen und Schreiben, ein Fehlim Lesen. Neurologisches Centralblatt, 36:914–927.

Dyslexia, 2015. Diseases and Conditions. Mayo Clinic, www.mayoclinic.org.

KDA, 2014. Assessment letter, Private communication.

Leedale, R., Singleton, C. &Thomas, K. 2004. Memory booster: Guide for teachers, parents and professionals. Lucid Innovations Limited.

Papert, S. 1988. Does easy do it? Children, games and learning. Game Developer Magazine, 88.

Paterno, F. 2002. Editor, Human computer interaction with mobile devices. LNCS 2411, Springer.

Petrie, H. & Bevan, N. 2009. The evaluation of accessibility, usability and user experience. The Universal Access Handbook, C Stepanidis (ed), CRC Press.

Poobrasert, O. 2009.Work in progress: a case study of usability testing of software tools for people with learning disabilities. Proceedings of the 5th WSEAS/IASME International Conference on Educational Technologies (EDUTE’09), 157-161.

Prensky, M. 2003. Digital game-based learning. Computers in Entertainment, 1(1):21.

Rainger, P. 2003. A dyslexic perspective on e-content accessibility.TechDis, 19 pages.

Rello, L. 2014. Design of word exercises for children with dyslexia. Procedia Computer Science, 27:74-83.

Saleh, K. 2009. Software Engineering, J. Ross Publishing, USA.

Skiada, R., Soroniati, E., Gardeli, A. & Zissis, D. 2014. Easy Lexia: a mobile application for children with learning difficulties. Procedia Computer Science, 27:218-228.

St Clair-Thompson, H. & Holmes, J. 2008. Improving short-term memory and working memory: methods of memory training, Chapter 4.New Research on Short-Term Memory, Nova Science Publishers.

Wagner, R. 1973. Rudolf Berlin: Originator of the term dyslexia. Annals of Dyslexia, 23(1):57–63.

Van Daal, V. & Reitsma, P. 2000. Computer-assisted learning to read and spell: results from two pilot studies. Journal of Research in Reading, 23(2):181-193.

Van der Leij, A. 2013. Dyslexia and early intervention: what did we learn from the dutch dyslexia programme?. Dyslexia, 19:241-255.

Zhang, D. & B. Adipat, B. 2005. Challenges, methodologies and issues in the usability testing of mobile applications. International Journal of Human Computer Interaction, 18(3):293-308.


Refbacks

  • There are currently no refbacks.