short-paper

Exploring the Design Space of Tangible Systems Supported for Early Reading Acquisition in Children with Dyslexia

Authors:

Alissa N. Antle,

Emily S. CramerAuthors Info & Claims

TEI '16: Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction

Pages 689 - 692

https://doi.org/10.1145/2839462.2854104

Published: 14 February 2016 Publication History

Abstract

Tangible user interfaces have the potential to support children in learning to read. This research explores the design space of school-based tangible learning systems that support early reading acquisition in children, particularly in children with reading difficulties. Informed by theories of the causes and interventions for dyslexia and research on TUIs for learning, we present the design of a tangible reading system that uses the dynamic colour and tactile cues to help children with dyslexia to learn English letter-sound correspondences. We then propose a case study design that investigates how this system can support children with dyslexia aged 7-8 years old in learning letter-sound correspondences in a school context. We conclude by discussing the future work and potential contributions of this research.

References

[1]

Alissa N. Antle. 2013. Research opportunities: Embodied child--computer interaction. International Journal of Child-Computer Interaction 1, 1: 30--36. http://doi.org/10.1016/j.ijcci.2012.08.001

[2]

Florence Bara, Edouard Gentaz, and Pascale Colé. 2007. Haptics in learning to read with children from low socio-economic status families. British Journal of Developmental Psychology 25, 4: 643--663. http://doi.org/10.1348/026151007X186643

[3]

Virginia W. Berninger, Robert D. Abbott, Dori Zook, Stacy Ogier, Zenia Lemos-Britton, and Rebecca Brooksher. 1999. Early Intervention for Reading Disabilities Teaching the Alphabet Principle in a Connectionist Framework. Journal of Learning Disabilities 32, 6: 491--503. http://doi.org/10.1177/002221949903200604

[4]

Stanislas Dehaene. 2009. Reading in the Brain: The New Science of How We Read. Penguin.

[5]

Amnon Dekel, Galit Yavne, Ela Ben-Tov, and Yulia Roschak. 2007. The Spelling Bee: An Augmented Physical Block System That Knows How to Spell. Proceedings of the International Conference on Advances in Computer Entertainment Technology, ACM, 212--215. http://doi.org/10.1145/1255047.1255092

Digital Library

[6]

Wooi Boon Goh, L. L. Chamara Kasun, Fitriani, Jacquelyn Tan, and Wei Shou. 2012. The i-Cube: Design Considerations for Block-based Digital Manipulatives and Their Applications. Proceedings of the Designing Interactive Systems Conference, ACM, 398--407. http://doi.org/10.1145/2317956.2318016

Digital Library

[7]

Bart Hengeveld, Caroline Hummels, Hans van Balkom, Riny Voort, and Jan de Moor. 2013. Wrapping Up LinguaBytes, for Now. Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction, ACM, 237--244. http://doi.org/10.1145/2460625.2460664

Digital Library

[8]

Sara J. Hines. 2009. The Effectiveness of a Color-Coded, Onset-Rime Decoding Intervention with First-Grade Students at Serious Risk for Reading Disabilities. Learning Disabilities Research & Practice 24, 1: 21--32. http://doi.org/10.1111/j.1540-5826.2008.01274.x

[9]

Kathleen Kelly and Sylvia Phillips. 2011. Teaching Literacy to Learners with Dyslexia: A Multi-sensory Approach. SAGE.

[10]

Sumit Pandey and Swati Srivastava. 2011. SpellBound: A Tangible Spelling Aid for the Dyslexic Child. Proceedings of the 3rd International Conference on Human Computer Interaction, ACM, 101--104. http://doi.org/10.1145/2407796.2407813

Digital Library

[11]

Sumit Pandey and Swati Srivastava. 2011. Tiblo: A Tangible Learning Aid for Children with Dyslexia. Procedings of the Second Conference on Creativity and Innovation in Design, ACM, 211--220. http://doi.org/10.1145/2079216.2079247

Digital Library

[12]

Gavin Reid. 2013. Dyslexia: A Practitioner's Handbook. John Wiley & Sons.

[13]

Ehud Sharlin, Benjamin Watson, Yoshifumi Kitamura, Fumio Kishino, and Yuichi Itoh. 2004. On Tangible User Interfaces, Humans and Spatiality. Personal Ubiquitous Comput. 8, 5: 338--346. http://doi.org/10.1007/s00779-004-0296-5

Digital Library

[14]

R. J. W. Sluis, I. Weevers, C. H. G. J. van Schijndel, L. Kolos-Mazuryk, S. Fitrianie, and J. B. O. S. Martens. 2004. Read-It: Five-to-seven-year-old Children Learn to Read in a Tabletop Environment. Proceedings of the 2004 Conference on Interaction Design and Children: Building a Community, ACM, 73--80. http://doi.org/10.1145/1017833.1017843

Digital Library

[15]

Frank R. Vellutino, Jack M. Fletcher, Margaret J. Snowling, and Donna M. Scanlon. 2004. Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry 45, 1: 2--40. http://doi.org/10.1046/j.0021-9630.2003.00305.x

Cited By

Li YLiang MPreissing JBachl NDutoit MWeber TMayer SHussmann H(2022)A Meta-Analysis of Tangible Learning Studies from the TEI ConferenceProceedings of the Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction10.1145/3490149.3501313(1-17)Online publication date: 13-Feb-2022
https://dl.acm.org/doi/10.1145/3490149.3501313
Abdul Aziz NHusni HHashim N(2022)Dyslexia-friendly design features for tangible user interfaces: a systematic literature reviewThe International Journal of Information and Learning Technology10.1108/IJILT-11-2021-017039:4(360-372)Online publication date: 19-Sep-2022
https://doi.org/10.1108/IJILT-11-2021-0170

Index Terms

Exploring the Design Space of Tangible Systems Supported for Early Reading Acquisition in Children with Dyslexia
1. Applied computing
  1. Education
2. Human-centered computing
  1. Human computer interaction (HCI)

Recommendations

Reading Experiences and Reading Efficiency Among Adults with Dyslexia: An Accessibility Study
Universal Access in Human-Computer Interaction. Access to Media, Learning and Assistive Environments
Abstract
Dyslexia is a common reading disorder that typically affects reading, concentration and short-term memory. Consequently, for people with dyslexia, reading fictional books might be challenging. Several studies have addressed layout and typography ...
How Parents Engage Children in Tablet-Based Reading Experiences: An Exploration of Haptic Feedback
CSCW '17: Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing

While recent work examines parents and children reading together on tablet computers, the ways in which interactive elements within e-books affect parent-child interaction are not well understood. We examine haptic feedback as a new form of e-book ...
A gaze-contingent reading tutor program for children with developmental dyslexia
APGV '11: Proceedings of the ACM SIGGRAPH Symposium on Applied Perception in Graphics and Visualization

Children with developmental dyslexia show significant differences in their perception from control subjects and often are not able to mask text surrounding the words they currently read [Geiger and Lettvin 2000]. The ability to mask surrounding text (...

Comments

Information & Contributors

Information

Published In

cover image ACM Other conferences

TEI '16: Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction

February 2016

820 pages

ISBN:9781450335829

DOI:10.1145/2839462

Conference Chairs:
Saskia Bakker,
Caroline Hummels,
Brygg Ullmer,
Program Chairs:
Luc Geurts,
Bart Hengeveld,
Daniel Saakes,
Publications Chair:
Mendel Broekhuijsen

Copyright © 2016 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

In-Cooperation

SIGCHI: ACM Special Interest Group on Computer-Human Interaction

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 14 February 2016

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Short-paper
Research
Refereed limited

Conference

TEI '16

TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction

February 14 - 17, 2016

Eindhoven, Netherlands

Acceptance Rates

TEI '16 Paper Acceptance Rate 45 of 178 submissions, 25%;

Overall Acceptance Rate 393 of 1,367 submissions, 29%

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

2
Total Citations
View Citations
288
Total Downloads

Downloads (Last 12 months)32
Downloads (Last 6 weeks)1

Reflects downloads up to 14 Sep 2024

Other Metrics

View Author Metrics

Citations

Cited By

Li YLiang MPreissing JBachl NDutoit MWeber TMayer SHussmann H(2022)A Meta-Analysis of Tangible Learning Studies from the TEI ConferenceProceedings of the Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction10.1145/3490149.3501313(1-17)Online publication date: 13-Feb-2022
https://dl.acm.org/doi/10.1145/3490149.3501313
Abdul Aziz NHusni HHashim N(2022)Dyslexia-friendly design features for tangible user interfaces: a systematic literature reviewThe International Journal of Information and Learning Technology10.1108/IJILT-11-2021-017039:4(360-372)Online publication date: 19-Sep-2022
https://doi.org/10.1108/IJILT-11-2021-0170

View Options

Get Access

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

Media

Figures

Other

Tables

View Table of Contents