Bijak Membaca &amp;#x2014; Applying Phonic Reading Technique and Multisensory Approach with interactive multimedia for dyslexia children

Ahmad, Siti Zulaiha; Ludin, Nik Noor Amalina Amirah Nik; Ekhsan, Hawa Mohd; Rosmani, Arifah Fasha; Ismail, Mohammad Hafiz

doi:10.1109/chuser.2012.6504375

Cited by 23 publications

(12 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There are also applications for dyslexic students in other languages than English. For example, there is a developed application to learn Portuguese [5], and Bijak Membaca [19] and Dyslexia Baca [20] are developed mobile applications in Malay.…”

Section: Related Workmentioning

confidence: 99%

Leady: A Multisensory Approach in Mobile Application for Dyslexic Children

Cahyana

Hidayati

Sanjaya

et al. 2021

CommIT (Communication and Information Technology) Journal

View full text Add to dashboard Cite

Dyslexia is considered the most common appearance of a learning disability in the world. Dyslexic students often suffer from emotional issues because of their educational failure experiences. Dyslexia cannot be cured. However, proper and continuous treatment can help students to achieve better results in their studies. The sooner the intervention happens, the better the outcome will be. The research presents the design and development of a mobile application to help dyslexic students to learn how to read. The application is called Learning Dyslexia (Leady). The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model is used for developing the application. It uses a multisensory approach as the teaching method. Leady aims at young learners so that they can have the intervention from an earlier age. The application design also complies with the appropriate design for dyslexic students, such as in the selection of used fonts and background color. Then, Leady is demonstrated to five dyslexia caretakers (the teachers or parents) from a dyslexia school in Bandung. From the conducted survey, it can be inferred that the method is integrated well since all respondents agree that Leady can help dyslexic students to learn how to read. Most of them agree that the used method in Leady is suitable for dyslexic students.

show abstract

Section: Related Workmentioning

confidence: 99%

Leady: A Multisensory Approach in Mobile Application for Dyslexic Children

Cahyana

Hidayati

Sanjaya

et al. 2021

CommIT (Communication and Information Technology) Journal

View full text Add to dashboard Cite

show abstract

“…A multisensory approach may be identified using the acronym, VAKT, it may simultaneously utilise a range of four sensory modalities [23]- [26]; Visual (V), Auditory (A) Kinesthetic (K) and Tactile (T). The consensus of opinion on Dyslexia is that it is neurobiological in origin [27].…”

Section: Learning To Readmentioning

confidence: 99%

A Multisensory 3D Environment as Intervention to Aid Reading in Dyslexia: A Proposed Framework

Broadhead

Daylamani-Zad

MacKinnon

et al. 2018

2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)

View full text Add to dashboard Cite

Developmental Dyslexia (DD) is a common language-based learning difficulty which occurs across all cultures. Whilst various interventions are implemented to aid with reading difficulties, research suggests that phonics is still the most promising approach, yet the challenge in this approach has always been keeping pupils engaged and interested. Multisensory approaches have shown promise in keeping pupils engaged but they are time consuming and require high levels of teacher involvement. This paper suggests using 3D environments and gaming technology as a multisensory intervention to aid reading in Dyslexia. The paper proposes an initial framework and indicates the development and evaluation strategy for the framework.

show abstract

“…In 2012, Ahmad et al applied the Phonics Reading Technique and the Multisensory Approach combined with interactive multimedia for dyslexic learners in Malay language. He concluded that using a combination of the above-mentioned approaches was more interesting, attractive and user-friendly for dyslexic learners than the common teaching methods [15].…”

Section: Phonics and Dyslexiamentioning

confidence: 99%

Improving English Reading and Spelling by Intact Learners and Learners with Dyslexia in English Language Classrooms

Soradova¹,

Kráľová²

2018

LICEJ

View full text Add to dashboard Cite

The paper presents pilot research results of the questionnaire and action research focusing on teaching intact and dyslexic young learners English reading/pronunciation and spelling. The results of the questionnaire showed us what methods for teaching English reading and spelling teachers prefer to use and whether they know the Phonics method. The Phonics is supposed to be the most common method used for teaching English reading and spelling in the native environment. As the Phonics method is not very common in Slovak environment, we have decided to apply the Phonics generalizations at the lessons of English as a foreign language and find out whether it is beneficial for improving learners' reading, pronunciation and spelling skills.

show abstract

Bijak Membaca — Applying Phonic Reading Technique and Multisensory Approach with interactive multimedia for dyslexia children

Cited by 23 publications

References 7 publications

Leady: A Multisensory Approach in Mobile Application for Dyslexic Children

Leady: A Multisensory Approach in Mobile Application for Dyslexic Children

A Multisensory 3D Environment as Intervention to Aid Reading in Dyslexia: A Proposed Framework

Improving English Reading and Spelling by Intact Learners and Learners with Dyslexia in English Language Classrooms

Contact Info

Product

Resources

About