Personalization, interaction, and navigation in rich multimedia documents for print-disabled users

Petrie, Helen; Weber, Gerhard; Fisher, Wendy

doi:10.1147/sj.443.0629

Cited by 27 publications

(12 citation statements)

References 8 publications

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“…The MultiReader system marks an attempt to create rich multimedia communications that are highly configurable for both user needs and preferences [6]. The project rejected the ''one document for all'' approach to accessibility, instead synchronizing multiple media types and affording the user more control over presentation.…”

Section: How Multimodal Documents Help Dyslexic Usersmentioning

confidence: 99%

“…There are laws requiring many Web sites to be accessible to those with disabilities and World Wide Web Consortium compliance is dependent on accessible Web sites [4]. Most designers understand that Web sites should be made accessible to all and that currently, further efforts are needed to extend access to disabled users [1,5,6]. Increasing accessibility of Web sites for people with dyslexia can also improve access for non-dyslexic users [7].…”

Section: Introductionmentioning

confidence: 99%

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What we know about dyslexia and Web accessibility: a research review

McCarthy

Swierenga

2009

Univ Access Inf Soc

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Compared to the online interaction behavior of other users, little is known about the difficulties dyslexic Web users encounter online. This paper reviews existing literature at the intersection of dyslexia and accessibility research to determine what useful knowledge exists regarding this important and relatively large group of users. This review uncovers that, although there are few published usability tests with dyslexic users, there is a considerable body of knowledge on dyslexia as well as many design guidelines for authoring dyslexic-accessible interfaces. Through a comparison of existing accessibility guidelines for dyslexic and non-dyslexic users and discussion of the plain language movement, it is argued that dyslexic-accessible practices may redress difficulties encountered by all Internet users. This conclusion suggests that usability testing yielding a clearer profile of the dyslexic user would further inform the practice of universal design, but also that enough knowledge is already available to allow doing more to increase accessibility for dyslexic Internet users.

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Section: How Multimodal Documents Help Dyslexic Usersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What we know about dyslexia and Web accessibility: a research review

McCarthy

Swierenga

2009

Univ Access Inf Soc

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“…The requirements from the interview sessions were refined through iterative testing of the MultiReader prototype to produce a set of access requirements for each of these user groups [151].…”

Section: Multimedia Presentationmentioning

confidence: 99%

Accessible presentation of information for people with visual disabilities

Power

Jürgensen

2009

Univ Access Inf Soc

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Personal computers, palm top computers, media players and cell phones provide instant access to information from around the world. There are a wide variety of options available to make that information available to people with visual disabilities, so many that choosing one for use in any given context can often feel daunting to someone new to the field of accessibility. This paper reviews tools and techniques for the presentation of textual, graphic, mathematic and web documents through audio and haptic modalities to people with visual disabilities.

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“…There are several approaches of assistive technology for dyslexia [14]. Following, we only present related games to support and train specific issues of dyslexia.…”

Section: Related Workmentioning

confidence: 99%

Exercises for German-Speaking Children with Dyslexia

Rauschenberger

Füchsel

Rello³

et al. 2015

Human-Computer Interaction – INTERACT 2015

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Abstract. In this work-in-progress we present a computer-based method to design German reinforcement exercises for children with dyslexia. From different schools, we collected more than 1,000 errors written by children with dyslexia. Then, we created a classification of dyslexic errors in German and annotated the errors with different language specific features, such as phonetic and visual features. For the creation of the exercises we took into account the linguistic knowledge extracted from the analyses and designed more than 2,500 word exercises in German that have been integrated in a game available for iOS. The game and the resource of dyslexic errors are available online 1 and they are, to the best of our knowledge, the first contributions of this kind for German.

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Personalization, interaction, and navigation in rich multimedia documents for print-disabled users

Cited by 27 publications

References 8 publications

What we know about dyslexia and Web accessibility: a research review

What we know about dyslexia and Web accessibility: a research review

Accessible presentation of information for people with visual disabilities

Exercises for German-Speaking Children with Dyslexia

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