Dyslexia and learning computer programming

Abstract

This paper explores some of the issues associated with teaching computer science to students with dyslexia. Issues associated with both student learning generally and computer science specifically are considered. The accessibility of teaching materials made available through virtual learning environments (VLEs) is addressed. Twelve resulting guidelines particularly relevant to students with dyslexia are outlined. More specifically to computer science, the issues associated with programming are explored through the development of a mapping of the features of dyslexia to the tasks involved in writing a computer program. Preliminary evidence, from both the wider dyslexia community with computer programming experience and some early interview results, are presented to both support the mapping and draw out other important issues.

Eye tracking analysis of computer program comprehension in programmers with dyslexia

“…Recall that for some of the hypotheses, the dyslexia group had shorter fixation counts and fixation duration than the control group. As discussed in the introduction, previous work (Powell et al 2004;Coppin 2008) has referred to the advantages which programmers with dyslexia might have when developing software, arising from their enhanced spatial awareness and visual learning style. Programmers with dyslexia should not necessarily assume that any deficiencies they experience when reading natural text will impair their ability to program, at least with respect to comprehension, as we did not find any significant difference in comprehension between the two groups.…”

“…The impact of dyslexia on programming tasks, either learning to program or professional programming practice has been investigated directly and indirectly by a number of researchers. Powell et al (2004) consider its impact on programming in terms of both its negative aspects (such as poor handwriting, spelling and short term memory) which can lead to reading deficiencies, and its positive manifestations (such as strong visualization, spatial awareness, and creativity) which characterize positive alternative learning styles. Powel et al propose a mapping between these characteristics and stages in the program development process, suggesting that for tasks such as problem definition and system design, traits such as visualization and creativity bring benefits, whereas, for tasks related to coding and testing, traits such as poor spelling and short term memory are disadvantageous.…”

Understanding understanding source code with functional magnetic resonance imaging

“…Thus, a test prior to programming education [48,41] might reveal which students might struggle with learning programming. Especially when thinking of dyslectic students, who often have poorer short term memory and reading skills compared to non-dyslectic students [57], we may expect they struggle; however, many Dyslexics report that they can work focused during programming, for example, because of syntax highlighting [57]. Thus, unraveling the mind of dyslectic students might give us interesting insights into program comprehension.…”

Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

“…Dyslexia is one of the most thoroughly studied types of learning disabilities, affecting more than 80% of all individuals identified as learning disabled (Meisinger et al, 2010;Melekoglou, 2011;Tafti et al, 2014). It is connected to learning disabilities in reading, writing and sequenced symbolic information (Powell et al, 2015). This specific reading disability affects approximately 4-10% of the school age population (Aleci et al, 2012;Kotsopoulos et al, 2017;Bacon et al, 2007).…”