2015
Emily S. Cramer, Alissa N. Antle, Min Fan. 2015. Colouring the Path from Instruction to Practice: Perspectives on Software for Struggling Readers Proceedings Article . In Proceedings of the 14th International Conference on Interaction Design and Children, IDC '15 Association for Computing Machinery, Boston, Massachusetts, 331–334, .
@inproceedings{10.1145/2771839.2771909,
title = {Colouring the Path from Instruction to Practice: Perspectives on Software for Struggling Readers},
author = {Emily S. Cramer and Alissa N. Antle and Min Fan},
url = {https://doi.org/10.1145/2771839.2771909},
doi = {10.1145/2771839.2771909},
isbn = {9781450335904},
year = {2015},
date = {2015-01-01},
booktitle = {Proceedings of the 14th International Conference on Interaction Design and Children},
pages = {331–334},
publisher = {Association for Computing Machinery},
address = {Boston, Massachusetts},
series = {IDC '15},
abstract = {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 software supports of syllable-analysis in dyslexia: 1. Design software that serves as a dual medium for instruction and practice 2. Design scaffolds that serve as dual catalysts for learning and transfer. We realize our guidelines in a prototype software system for syllable analysis that uses colour-coding to direct attention to information during learning and to retrieve learned information during practice.},
keywords = {colour coding, Dyslexia, interface strategies, theory},
pubstate = {published},
tppubtype = {inproceedings}
}
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 software supports of syllable-analysis in dyslexia: 1. Design software that serves as a dual medium for instruction and practice 2. Design scaffolds that serve as dual catalysts for learning and transfer. We realize our guidelines in a prototype software system for syllable analysis that uses colour-coding to direct attention to information during learning and to retrieve learned information during practice.