Abstract:

This research looks at the cognitive issues of a struggling dyslexic reader and how a multi-sensory approach of teaching reading can be conjoined with the new theoretical methods of interaction design, in order to develop innovative technologies that enhance customized learning. In this research a case study identifies how alternative methods for teaching a dyslexic learner to read might suggest other approaches to teaching reading to all types of learners. Studying the published educational and psychological research of the issues surrounding the dyslexic reading problem, along with the multitude of practical questions I formed in interviews, motivated me to ask this design research question:

What are visual, auditory, tactile, and kinesthetic ways to teach the relationships between phonemic sounds and alphabetic letterforms through innovative digital interactive learning interfaces for dyslexic children 9 -11 years old?

Sub-Questions:
How can photographic images and moving images be integrated with alphabetic letterforms to give visual cues to a struggling reader on how to pronounce phonemes?

How can digital interactive learning experiences be created that allows a student to learn to read using the combination of senses, that would allow them to learn in a manner that is best for them?

This approach is rooted in multi-sensory on-screen reading experiences. Additionally, I ask the question: “How can reading be taught in a way that de-emphasizes the 26 letters or our alphabet but stresses the 44 common sounds that comprise the English language,” for it is sound that makes up the spoken word.

The first section of the paper defines the condition of dyslexia, as well as clarifies some of the common misconceptions. Additionally, I outline the established education, science, and psychology research for which this interaction design project is based, which includes a 1975 research study by Villutino, Smith, Steger, and Kaman, outlining the primary cognitive issues surrounding the struggles of a dyslexic reader, and Howard Gardner’s “Multiple Intelligences”.

The second section defines a dyslexic learning style and analyzes the current multi-sensory approach to teaching dyslexics to read in hope of establishing some criteria for how an on-screen reading experience can address these issues and add other benefits to learning. Additionally, this research project looks at the benefits of having technology-enhanced learning in the classroom. With the use of technology in the classroom I argue the need for interdisciplinary teams (interactive designers and educators) working together in the development of educational curricula.

The fourth section explains design explorations in response to the research previously discussed. These studies seek to engage multiple senses. By embedding visual, auditory, and tactile, and kinesthetic qualities within letterforms for on-screen reading, a dyslexic reader gets the cues as he/she needs them within the actual context of reading text, which allows for the individualization of instruction without additional teachers. Taking into consideration the different pathways to learning. Both the educator and interaction designer can work together to develop digital interactive learning tools that allow students to engage any combination of learning pathways. Thereby giving students access to concepts and ideas that have been blocked and/or shorten the time it takes for any students to master new concepts.

Keywords:

Literacy, interaction design, primary school, Dyslexia, Multi-sensory, curriculum development, graphic design, collaboration, phonemic sound.