Colouring the path from instruction to practice: perspectives on software for struggling readers

Mainstream paper and pencil interventions for Anglophone students with dyslexia emphasize a strategy of analyzing syllables to compensate for irregularities in English letter-sound correspondences. Classroom interventions have developed effective scaffolds for supporting students in analyzing syllables in instructional contexts. However, students typically fail to transfer knowledge to practice contexts (i.e, reading without a tutor). Software has proven to be an effective medium for helping dyslexic students practice basic literacy skills (phoneme awareness and letter knowledge). However, at present, there are no systems specifically designed to support dyslexic students in practicing syllable analysis. Correspondingly, there is a lack of information about which design features would best support dyslexic students in transferring syllable analysis skills from instructional (classroom) to practice (software) contexts. In an attempt to address this gap, we propose two guidelines for

• Type: Journal
• Year: 2015
• Where: ACMIDC
• Authors: Emily S. Cramer, Alissa Nicole Antle, Min Fan
• Keywords: ACMIDC 2015, Human Computer Interaction