A resource of errors written in Spanish by people with dyslexia and its linguistic, phonetic and visual analysis

Rello, Luz; Baeza-Yates, Ricardo; Llisterri, Joaquim

doi:10.1007/s10579-015-9329-0

Cited by 15 publications

(22 citation statements)

References 28 publications

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“…The analysis of errors from children with dyslexia show similar error categories for Spanish, English [27], and German [23] which show similarities of the perception between the languages. Our results suggest that we can measure a significant difference on four indicators for the visual game with the same tendency between Spanish, German, English, and Catalan.…”

Section: Discussionmentioning

confidence: 99%

“…The analysis of error words from children with dyslexia shows that the wrong and correct letters in errors words are visually similar as well as through different languages, e.g., English, Spanish [27] or German [23]. The annotated error and correct letters show similarities in different visual features called mirror letter (e.g., < n > < u >) or fuzzy letter (e.g., < s > and < z >).…”

Section: Visual Perception and Dyslexiamentioning

confidence: 99%

“…The annotated error and correct letters show similarities in different visual features called mirror letter (e.g., < n > < u >) or fuzzy letter (e.g., < s > and < z >). The letters have also similarities in the vertical (e.g., < m >) and horizontal symmetries (e.g., < e >) through the visual features [27].…”

Section: Visual Perception and Dyslexiamentioning

confidence: 99%

“…We adapted the interaction design and content for this purpose, as shown in Figure 4. For the visual game, we design elements that have the potential of making more elements with similar features and represent horizontal and vertical symmetries which are known to be difficult for a person with dyslexia [23,27,36].…”

Section: Content Design For Visual Elementsmentioning

confidence: 99%

“…To create the visual elements, we designed different visual representations similar to visual features of annotated error words from people with dyslexia [23,27] and designed the game as a simple search task which does not require language acquisition. Additionally, the participants need to store chunks of information in their short-term memory for both parts of the game.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Towards Language Independent Detection of Dyslexia with a Web-based Game

Rauschenberger

Rello

Baeza-Yates

et al. 2018

Proceedings of the 15th International Web for All Conference

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Detecting dyslexia is important because early intervention is key to avoid the negative effects of dyslexia such as school failure. Most of the current approaches to detect dyslexia require expensive personnel (i.e. psychologists) or special hardware (i.e. eye trackers or MRI machines). Also, most of the methods can only be used when children are learning how to read but not before, necessarily delaying needed early intervention. In this work, we present a study with 178 participants speaking different languages (Spanish, German, English, and Catalan) with and without dyslexia using a web-based game built with musical and visual elements that are language independent. The study reveals eighth game measures with significant differences for Spanish children with and without dyslexia, which could be used in future work as a basis for language independent detection. A webbased application like this could have a major impact on children all over the world by easily screening them and suggest the help they need.

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Section: Discussionmentioning

confidence: 99%

Section: Visual Perception and Dyslexiamentioning

confidence: 99%

Section: Visual Perception and Dyslexiamentioning

confidence: 99%

Section: Content Design For Visual Elementsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Towards Language Independent Detection of Dyslexia with a Web-based Game

Rauschenberger

Rello

Baeza-Yates

et al. 2018

Proceedings of the 15th International Web for All Conference

Self Cite

View full text Add to dashboard Cite

show abstract

Game-Based Interventions as Support for Learning Difficulties and Knowledge Enhancement in Patients with Dyslexia: A Systematic Literature Review

Saeed

Alam

Azam

et al. 2021

EAI/Springer Innovations in Communication and Computing

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Spelling of Pseudowords and Real Words in Dutch-Speaking Children With and Without Dyslexia

Vreckem

Desoete

2018

Topics in Language Disorders

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The purpose of this study was to explore the spelling knowledge and skills of elementary school children with and without dyslexia who speak Dutch, a language with a relatively transparent orthography. Children in grades two to six completed real and pseudoword spelling dictation tasks. Spelling performance was compared in 218 children with (n = 55) and without (n = 163) dyslexia. There was a medium effect size for morphological, phonological, combined, and etymological spelling skills for differences between students with and without dyslexia. In addition, spelling real words resulted in medium effect sizes, whereas spelling pseudowords resulted in small effect sizes. Children without dyslexia performed above the mean for the entire sample in grade 4, whereas same-age peers with dyslexia did so two years later. Even so, Dutch-speaking children with dyslexia continued to have difficulty spelling words requiring phonological skills and spelling pseudowords even up to grade 6. Clinicians are encouraged to be aware of the importance of the choice of spelling items in the assessment of dyslexia. The use of pseudowords appears to be helpful in older children to identify spelling problems.

show abstract

A resource of errors written in Spanish by people with dyslexia and its linguistic, phonetic and visual analysis

Cited by 15 publications

References 28 publications

Towards Language Independent Detection of Dyslexia with a Web-based Game

Towards Language Independent Detection of Dyslexia with a Web-based Game

Game-Based Interventions as Support for Learning Difficulties and Knowledge Enhancement in Patients with Dyslexia: A Systematic Literature Review

Spelling of Pseudowords and Real Words in Dutch-Speaking Children With and Without Dyslexia

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