Development of a Mobile Application for Dyslexic-Friendly Learning Materials
DOI:
https://doi.org/10.31436/iiumej.v26i2.3429Keywords:
dyslexia, mobile application, learning materials, Orton-Gilingham, Structured LiteracyAbstract
Dyslexia, a prevalent learning disorder affecting approximately 10% to 15% of primary school children in Malaysia, presents a significant educational hurdle. Traditional interventions often rely on in-person sessions, imposing additional demands on parents. Existing technology-based platforms are partially dyslexic-friendly with limitations such as poor user interfaces, limited content, lack of progression to advanced learning, and attempts to address multiple skills simultaneously. This paper proposes an enhanced dyslexic-friendly mobile application (app) to address these issues. The app employs the Orton-Gillingham approach to ensure a continuous and progressive learning environment. Moreover, it also uses the Structured Literacy approach by dividing learning into three modules that reinforce basic phonology, syllable knowledge, and meaning association. This app is developed using several software components: Visual Studio Code, Android Studio, Flutter, and Adobe XD. Besides, the app includes games that serve as diagnostic tools to monitor improvement, identify weaknesses, and measure progress. By catering to diverse learning styles and needs, this app offers a more accessible and supportive learning experience through an innovative mobile tool that promotes inclusivity, independence, and continuous skill development.
ABSTRAK: Disleksia, gangguan pembelajaran lazim yang menjejaskan kira-kira 10% hingga 15% kanak-kanak sekolah rendah di Malaysia, memberikan cabaran pendidikan yang ketara. Intervensi tradisional sering bergantung pada sesi bersemuka, menyebabkan tuntutan tambahan kepada ibu bapa. Platform berasaskan teknologi sedia ada sebahagiannya mesra disleksia dengan batasan seperti antara muka pengguna yang lemah, kandungan terhad, kekurangan kemajuan kepada pembelajaran lanjutan dan percubaan untuk menangani pelbagai kemahiran secara serentak. Untuk menangani isu ini, aplikasi mudah alih mesra disleksia yang dipertingkatkan dicadangkan dalam kertas kerja ini. Aplikasi ini menggunakan pendekatan Orton-Gillingham untuk memastikan persekitaran pembelajaran yang berterusan dan progresif. Selain itu, ia juga menggunakan pendekatan Literasi Berstruktur dengan membahagikan pembelajaran kepada tiga modul yang mengukuhkan fonologi asas, pengetahuan suku kata, dan perkaitan makna. Aplikasi ini dibangunkan menggunakan beberapa komponen perisian yang merangkumi Kod Visual Studio, Android Studio, Flutter dan Adobe XD. Selain itu, aplikasi tersebut menggunakan permainan yang berfungsi sebagai alat diagnostik untuk memantau peningkatan, mengenal pasti kelemahan dan mengukur kemajuan. Dengan memenuhi gaya dan keperluan pembelajaran yang pelbagai, aplikasi ini menawarkan pengalaman pembelajaran yang lebih mudah diakses dan menyokong melalui alat mudah alih yang inovatif yang menggalakkan keterangkuman, kebebasan dan pembangunan kemahiran berterusan.
Downloads
Metrics
References
K. M. Jabatan, “Laporan Statistik 2022,” 2023. [Online]. Available: https://www.jkm.gov.my/jkm/uploads/files/Bahagian Kawalan Standard/Laporan Statistik 2022.pdf
Ministry of Education Malaysia, Buku Data Pendidikan Khas Tahun 2023. 2023. Accessed: Aug. 25, 2024. [Online]. Available: https://www.collegesidekick.com/study-docs/3227194
M. A. Dzulkifli, “Children with Learning Disabilities in Malaysia,” IntechOpen-Intellectual Learn. Disabil. - Inclusiveness Contemp. Teach. Environ., pp. 1–12, Mar. 2024,
A. Osman, A. Che Ahmad, and W. A. J. Wan Yahaya, “A Glimpse of Malaysian Teachers’ Reading Intervention Strategies for Children with Dyslexi,” J. Comput. Res. Innov., vol. 1, pp. 116–126, 2016, Accessed: Aug. 23, 2024. [Online]. Available: https://www.researchgate.net/publication/309857154_A_Glimpse_of_Malaysian_Teachers%27_Reading_Intervention_Strategies_for_Children_with_Dyslexi
S. M. Daud and H. Abas, “‘Dyslexia baca’ mobile app - The learning ecosystem for dyslexic children,” Proc. - 2013 Int. Conf. Adv. Comput. Sci. Appl. Technol. ACSAT 2013, pp. 412–416, 2013, DOI: https://doi.org/10.1109/ACSAT.2013.87
R. Skiada, E. Soroniati, A. Gardeli, and D. Zissis, “EasyLexia: A mobile application for children with learning difficulties,” Procedia Comput. Sci., vol. 27, pp. 218–228, 2014, DOI: https://doi.org/10.1016/j.procs.2014.02.025
S. Rajapakse, D. Polwattage, U. Guruge, I. Jayathilaka, T. Edirisinghe, and S. Thelijjagoda, “ALEXZA: A Mobile Application for Dyslexics Utilizing Artificial Intelligence and Machine Learning Concepts,” 2018 3rd Int. Conf. Inf. Technol. Res. ICITR 2018, Dec. 2018, DOI: https://doi.org/10.1109/ICITR.2018.8736130
R. E. P. MacUlada, A. R. Caballero, C. G. Villarin, and E. M. Albina, “FUNologo: An Android-based Mobile Virtual Reality Assisted Learning with Speech Recognition Using Diamond-Square Algorithm for Children with Phonological Dyslexia,” 2023 8th Int. Conf. Bus. Ind. Res. ICBIR 2023 - Proc., pp. 403–408, 2023, DOI: https://doi.org/10.1109/ICBIR57571.2023.10147727
I. Sarah, K. Soundarya, S. Tamil Thendral, R. Dhanalakshmi, and T. Deenadayalan, “DYS-I-CAN: An Aid for the Dyslexic to improve the skills using Mobile Application,” 2020 Int. Conf. Syst. Comput. Autom. Networking, ICSCAN 2020, Jul. 2020, DOI: https://doi.org/10.1109/ICSCAN49426.2020.9262375
S. Thelijjagoda, M. Chandrasiri, D. Hewathudalla, P. Ranasinghe, and I. Wickramanayake, “The hope: An interactive mobile solution to overcome the writing, reading and speaking weaknesses of dyslexia,” 14th Int. Conf. Comput. Sci. Educ. ICCSE 2019, pp. 808–813, Aug. 2019, DOI: https://doi.org/10.1109/ICCSE.2019.8845396
I. Avishka, K. Kumarawadu, A. Kudagama, M. Weerathunga, and S. Thelijjagoda, “Mobile App to Support People with Dyslexia and Dysgraphia,” 2018 IEEE 9th Int. Conf. Inf. Autom. Sustain. ICIAfS 2018, Dec. 2018, DOI: https://doi.org/10.1109/ICIAFS.2018.8913335
L. Sandathara, S. Tissera, R. Sathsarani, H. Hapuarachchi, and S. Thelijjagoda, “Arunalu: Learning ecosystem to overcome sinhala reading weakness due to dyslexia,” ICAC 2020 - 2nd Int. Conf. Adv. Comput. Proc., pp. 416–421, Dec. 2020, DOI: https://doi.org/10.1109/ICAC51239.2020.9357268
A. B. L. dos Anjos, A. L. de A. Barbosa, and C. A. S. Azoni, “Phonological processing in students with developmental dyslexia, ADHD and intellectual disability,” Rev. CEFAC, vol. 21, no. 5, 2019, DOI: https://doi.org/10.1590/1982-0216/20192153119
V. Subramaniam and N. S. A. Nasir, “Multisensory Therapy in Letter Reversal of Dyslexic Pupils,” Univers. J. Educ. Res., vol. 8, no. 12, pp. 7118–7130, Dec. 2020, DOI: https://doi.org/10.13189/ujer.2020.081279
J. Peavler and T. Rooney, Orton Gillingham, ‘Join the journey in support of reading’, Teacher Manual. M.A. Rooney Foundation, 2019.
M. W. E. Norton, “Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities,” Annu. Rev. Psychol., 2012. DOI: https://doi.org/10.1146/annurev-psych-120710-100431
M. ‘Azizi C. Sulaiman and A. Bain, “User Interface Guidelines for Dyslexic Game-Based Learning on Selected Usability Test Method,” Int. J. Adv. Trends Comput. Sci. Eng., vol. 8, no. 1.4, pp. 439–445, 2019. DOI: https://doi.org/10.30534/ijatcse/2019/6981.42019
L. Rello and R. Baeza-Yates, “Good fonts for dyslexia,” in Proceedings of the 15th International ACM SIGACCESS Conference on Computers and Accessibility, ASSETS 2013, 2013, no. May. DOI: https://doi.org/10.1145/2513383.2513447
F. T. Yoliando, “A Comparative Study of Dyslexia Style Guides in Improving Readability for People With Dyslexia,” vol. 502, no. Imdes, pp. 32–37, 2020, DOI: https://doi.org/10.2991/assehr.k.201202.050
P. B. da Silva et al., “Rapid Automatized Naming and Explicit Phonological Processing in Children With Developmental Dyslexia: A Study With Portuguese-Speaking Children in Brazil,” Front. Psychol., vol. 11, May 2020. DOI: https://doi.org/10.3389/fpsyg.2020.00928
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 IIUM Press
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
