An intelligent integrative assistive system for dyslexic learners

Abstract

Purpose – The objective of this paper is to present a comprehensive literature survey on dyslexic learners and to propose a model for integrated assistive technology of dyslexic learners. Design/methodology/approach – The use of the proposed model through real-life scenarios categorized as “phonological, reading and writing scenarios”. We have also surveyed some systems for use with dyslexic learners currently in use and have compared them on the basis of number of barriers, technological innovation, age group and fostering. Findings – Dyslexic learners are characterized by slow learning, poor handwriting, poor spelling skills and difficulties in planning, organizing, revising and editing texts; technology plays a major role in the educational environment; it has become crucial in impacting knowledge across the globe; and open research issues and challenges that have to be addressed in the design of the current dyslexic system have been presented in detail. Research limitations/implications – Full implementation of the proposed model and its application in developing countries. Practical implications – The system improves the phonological awareness, reading and writing skills of dyslexic learners and it provides a solution for children as well as adults with dyslexia. Social implications – This survey can be used as a reference guide to understand learning barriers and intelligent systems for dyslexic learners and to promote the use of these in schools for those with learning disabilities who need assistive technologies. Originality/value – Development of a newly proposed integrated intelligent assistive system for dyslexic learners; knowledge generation as a reference guide to understand dyslexic learning ability in general and an intelligent assistive dyslexic system in particular; and survey of open research issues and challenges to further research in intelligent dyslexic systems.

Investigating Issues and Needs of Dyslexic Students at University: Proof of Concept of an Artificial Intelligence and Virtual Reality-Based Supporting Platform and Preliminary Results

“…The results are not reported but, again, the need for individual support interventions is pointed out. A similar approach is adopted in the work of [62] but, in this case, students' behavior is also considered in training the model. A computer-assisted learning system is developed on the basis of the output predictions and a 60% improving of dyslexics' skills with respect to classical supporting tools was achieved.…”

“…This fact highlights the necessity to combine both supporting methodologies in order to be capable of helping dyslexic students during their academic career. Conversely, the vast majority of approaches proposed until now [56][57][58][59][60][61][62][63][64][65] have only taken into account digital tools, neglecting to also create, in parallel, a list of the best practices to be followed to provide support to dyslexic students. The supporting strategies that obtained the highest scores are taking pauses during lessons, hosting lessons online, repeating the studied material and making the program and the slides of the course available, which are considered useful by about 96 to 99% of the participants in the questionnaire.…”

A Research Review: How Technology Helps to Improve the Learning Process of Learners with Dyslexia

“…Fifteen out of twenty-five studies (Abdullah et al, 2009;Al-Edaily et al, 2013;Arendal & Brandt, 2005;Chiang & Liu, 2011;Diraa et al, 2009;Hornickel, 2012;Khakhar & Madhvanath, 2010;Malekian & Askari, 2013;Moe & Wright, 2013;Ndombo et al, 2013;Rekha et al, 2013;Rello & Baeza-Yates, 2014;Rello et al, 2012;Schiavo & Buson, 2014;Tzouveli et al, 2008) indicate that the use of assistive technologies to improve reading among learners with dyslexia. It is noticeable that reading can be improved either directly or indirectly.…”

Intervention for Children with Specific Learning Disabilities (SpLD) in Mathematics Disorders: A Framework

“…These children also have difficulty understanding, remembering and following instructions. Previous studies have been done by (Morgan, Farkas, & Qiong Wu, 2009;Ndombo, 2013;Skiada, Soroniati, Gardeli, & Zissis, 2014).…”