Leady: A Multisensory Approach in Mobile Application for Dyslexic Children

Cahyana, Cahyana; Hidayati, Hetti; Sanjaya, Muhammad Barja; Pangestu, Adi Satria; Sundawa, Angga Anjaini; Aritakalam, Aritakalam

doi:10.21512/commit.v15i1.6661

Cited by 3 publications

(2 citation statements)

References 22 publications

(54 reference statements)

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“…Another mobile learning application, Leady was developed by Hidayati et al [31] for children with dyslexia in the first grade of elementary school to learn how to read by recognizing the letters and connecting each letter with their corresponding sounds instead of letter writing. All respondents agree that Leady can assist children with dyslexia to learn how to read.…”

Section: Assistive Technology [Machine Learning (Ml) Approach]mentioning

confidence: 99%

A systematic review on interventions for children with dyslexia

Wai Wai,

Kee Jiar,

Handayani

2023

IJERE

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<span lang="EN-US">Dyslexia is often described as the most common learning disability among the students that affect their ability to read and write. Children with dyslexia persist to their reading difficulties into adolescence and adulthood if without effective intervention and instruction. Therefore, this paper aims to review on the current state of available interventions for children with dyslexia in Malaysia and compare the interventions conducted outside Malaysia instead of to identify the frequently used for assistive technology tools in improving literacy skills. A total of 30 articles published between 2009 and 2021 that met the inclusive criteria were downloaded from electronic databases such as Scopus, SpringerLink and ScienceDirect. The interventions were divided into two categories which are phonological-based and assistive technology-based. The findings indicated that most of the interventions are focused on assistive technology tools and mobile learning applications become the favorite choice in Malaysia to assist students with dyslexia in ameliorating their learning difficulties. However, the developed mobile learning applications are not focused on teaching phonics and combined all three language skills (reading, spelling, and writing) in an application. Hence, it is imperative that researchers in Malaysia take into account to develop more mobile learning applications that focus on English language phonics and encompass three language skills (reading, spelling and writing) in an application for students with dyslexia.</span>

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Section: Assistive Technology [Machine Learning (Ml) Approach]mentioning

confidence: 99%

A systematic review on interventions for children with dyslexia

Wai Wai,

Kee Jiar,

Handayani

2023

IJERE

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“…The veri cation form was sent by email to forty experts and only eleven experts responded. Using the ve Likert scale, respondents indicate their agreement (or disagreement) with items in the questionnaire [49]. The results were analysed by descriptive statistics (i.e., mean value).…”

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confidence: 99%

Usability Evaluation Factors for Measuring an Accessible Mobile E-Book Applications for Visually Impaired

Matraf

Hashim

Hussain

2022

Preprint

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The emergence of e-books opens new opportunities for the visually impaired to overcome reading struggling. However, current mobile e-book applications are still not reaching their satisfactory level because of the limitations of mobile devices and lack of understanding of visually impaired needs among mobile application developers. Besides, important factors involve in usability evaluation studies for these applications are still unclear. Therefore, this study aims to develop a usability evaluation model to evaluate an accessible mobile e-book application for the visually impaired. Hence, the study conducted a literature review to identify the usability factors. Secondly, identify the factors that are most frequently used. The authors summarised the identified factors to develop the most important factors relevant to e-book applications for the visually impaired. Thirdly, these factors were then verified by eleven experts. In total, 36 factors were identified from the first phase. The study proposed only five factors: efficiency, effectiveness, satisfaction, learnability, and visual impaired accessibility after applying the summarization and simplifying methods. The results from the expert review shows that all experts agreed with the proposed factors as all the factors get a high average of at least four out of five. These identified factors are vitally important elements to be considered by mobile e-book developers and designers in evaluating whether their mobile e-book applications are usable and accessible to the visually impaired. Consequently, the visually impaired users of mobile e-book application will have the same chance as sighted to benefits from e-book applications.

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Kesulitan Membaca Kata Anak Disleksia Usia 7-12 Tahun di Sekolah Dasar

Budiani,

Putrayasa

2023

JEAR

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Kesulitan membaca kata disleksia pada siswa sekolah dasar terutama dikelas rendah. Tujuan penelitian ini untuk menganalisis kesulitan membaca kata anak disleksia usia 7-12 tahun disekolah SD. Jenis penelitian ini adalah kualitatif. Teknik pengumpulan data dilakukan dengan tes, checklist, dan wawancara. Analisis data menggunakan analisis kualitatif. Hasil penelitian ini menunjukkan bahwa: terdapat kesulitan-kesulitan membaca kata dikelas satu seperti sulit membaca /memproses fonologi sehingga kurang mampu membaca (decode), mengeja kata (encode), berbicara (syintax); terdapat kendala-kendala penyebab disleksia yaitu faktor gen (hereditas), lingkungan, cahaya yang mengakibatkan sindrom irlen, kerusakan neorologis, artikulasi. Implikasi disleksia mengelak dari membuat kerja sekolah, menggunakan strategi-strategi seperti menyalin kerja anak-anak lain untuk menyembunyikan masalah, menyadari sesuatu yang “tidak kena” tetapi tidak dapat memahaminya, coba menyembunyikan kesukarannya. Kesimpulan dengan adanya kesulitan membaca kata anak disleksia terdapat upaya-upaya yang dilakukan guru untuk siswa disleksia seperti intervensi, toleransi, dispensasi, multisensori, metode gilingham, clinical teaching, alat bantu seperti buku-buku bergambar, remidial teaching, memperhatikan perkembangan sosial emosional anak agar siswa disleksia tidak mengalami demotivasi belajar dan kefrustasian yang bisa membawanya pada kesulitan-kesulitan lain.

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Leady: A Multisensory Approach in Mobile Application for Dyslexic Children

Cited by 3 publications

References 22 publications

A systematic review on interventions for children with dyslexia

A systematic review on interventions for children with dyslexia

Usability Evaluation Factors for Measuring an Accessible Mobile E-Book Applications for Visually Impaired

Kesulitan Membaca Kata Anak Disleksia Usia 7-12 Tahun di Sekolah Dasar

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