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Computer Science

An Assistive Multimedia Courseware for Dyslexics

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Abstract

One of the most promising areas of education is the development of computer-based teaching materials, especially interactive multimedia programs. Interactive multimedia allows independent and interactive learning, and yet presents the learning information to the learners in newly engaging and meaningful ways. This paper delivers the theoretical concepts and design of a multimedia courseware called 'MyLexic'. 'MyLexic' is the first learning tool to nurture interest on Malay language basic reading among preschool dyslexic children in Malaysia. The theoretical framework proposed in the study is based on research in dyslexia theory with Dual Coding Theory, Structured Multi-sensory Phonic Teaching and Scaffolding instructional technique. Detail explanations on its learning content are also discussed. The courseware is hoped to contribute a significant idea to the development of technology in Malay language education for dyslexics in Malaysia.

Figures (5)
Figure 1: MyLexic Navigation Structure
Figure 1: MyLexic Navigation Structure
Figure 2: Introducing and Writing a vowel This module will give dyslexics the foundation of writing a letter and recognizing a letter. First, they will be introduced to a letter and the shape of the letter. Then they will learn to recognize all the letters by its categories. Letters are divided into two categories that are vowel and consonant. Among vowel letters, dyslexics always get confused with vowel ‘e’ and ‘i’. This is due to the similar sounds of the letter. Thus, the letters are displayed in separated pages. Figure 2 shows a sample screen for writing a vowel.
Figure 2: Introducing and Writing a vowel This module will give dyslexics the foundation of writing a letter and recognizing a letter. First, they will be introduced to a letter and the shape of the letter. Then they will learn to recognize all the letters by its categories. Letters are divided into two categories that are vowel and consonant. Among vowel letters, dyslexics always get confused with vowel ‘e’ and ‘i’. This is due to the similar sounds of the letter. Thus, the letters are displayed in separated pages. Figure 2 shows a sample screen for writing a vowel.
Figure 3. Recognizing a consonant Dyslexics always rely on pictures and contextual clues to say a word (Earnshaw & Seargeant, 2005). This is due to their poor decoding skill especially on symbol like letters. To overcome this problem, MyLexics associated letters with images and audio to teach them to recognize letters. Here, dyslexics will become used to association the shape of familiar letter with the letter itself. This is an example of dual coding theory concept. Dyslexics are given cues by images and audio to help them recognize letter that they do not immediately recognize. Figure 3 shows a sample screen of recognizing a letter in Consonant Module.
Figure 3. Recognizing a consonant Dyslexics always rely on pictures and contextual clues to say a word (Earnshaw & Seargeant, 2005). This is due to their poor decoding skill especially on symbol like letters. To overcome this problem, MyLexics associated letters with images and audio to teach them to recognize letters. Here, dyslexics will become used to association the shape of familiar letter with the letter itself. This is an example of dual coding theory concept. Dyslexics are given cues by images and audio to help them recognize letter that they do not immediately recognize. Figure 3 shows a sample screen of recognizing a letter in Consonant Module.
In Alpha Module, dyslexics learn the individual vowel and consonant and its sound. In this module, they will learn the combination of a vowel and a consonant to make a syllable. As MyLexics is targeted to preschoolers, only two- letter syllables are covered. The method used is quite straightforward. In MyLexics, dyslexics will learn syllables using Simultaneous Oral Spelling (SOS) tec hniques. This techniques stress on four main component of learning, which are 1) Hear it 2) Say it 3) See it 4) Write it. Here, SOS uses multi-sensory approach where learners will use their vision and hearing to learn the syllables. In addition, in order to capture and sustain dyslexics’ attention and interest, simple animations are provided wit h interesting illustration of the letter combination process. Figure 4 below shows sample screens for Syllable Module. The learner can click on the syllable, hear the sound of syllable, and watch a 2D animation of combination of the letters to make the syllable. Like in Alpha Module, vowel ‘i' and ‘e’ are displayed in separate screen.
In Alpha Module, dyslexics learn the individual vowel and consonant and its sound. In this module, they will learn the combination of a vowel and a consonant to make a syllable. As MyLexics is targeted to preschoolers, only two- letter syllables are covered. The method used is quite straightforward. In MyLexics, dyslexics will learn syllables using Simultaneous Oral Spelling (SOS) tec hniques. This techniques stress on four main component of learning, which are 1) Hear it 2) Say it 3) See it 4) Write it. Here, SOS uses multi-sensory approach where learners will use their vision and hearing to learn the syllables. In addition, in order to capture and sustain dyslexics’ attention and interest, simple animations are provided wit h interesting illustration of the letter combination process. Figure 4 below shows sample screens for Syllable Module. The learner can click on the syllable, hear the sound of syllable, and watch a 2D animation of combination of the letters to make the syllable. Like in Alpha Module, vowel ‘i' and ‘e’ are displayed in separate screen.

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