This project shows that E-Book is one of the new high-tech learning methods for dyslexic children in Malaysia. The goals of this project are to investigate the interactive elements in the existing e-book for dyslexic children, to design an e-book that includes animation, audio and interactive lessons for dyslexic children and also to develop the e-book for developing and testing dyslexic children. children. In the recommendations section, all the related recommendations and some improvements that can be made for the future of this project are listed and elaborated.
Her understanding and encouragement inspired me to be more creative in this project. Greetings and blessings to my family as well because they motivate me to go through many obstacles that I faced while completing this project. Thanks also to all my fellow friends who help me a lot to complete this project.
Finally, I would like to thank all the people who directly or indirectly contributed to the success of this project.
INTRODUCTION
- Background of Study
- Problem Statement
- Objective and Scope of Study
- Project Feasibility
Using different colors in developing an e-book for children with dyslexia also helps the child to learn better. Books that are static and contain words with long explanations can become too boring and difficult for children with dyslexia to read. Books that are static and contain words with long explanations can become too boring for children with dyslexia to read.
Moreover, if the topics are difficult to understand, books for children with dyslexia are too difficult to learn. Children with dyslexia understand more easily with the help of effective visualization through animation and audio-visual presentation. The existing e-book is not aimed at children with dyslexia and does not emphasize the importance of effective visualization.
This e-book also offers interactive lessons for children with dyslexia and interactive learning activities.
LITERATURE REVIEW
Understanding Dyslexia
- Definition of Dyslexia
- Causes of Dyslexia
- Symptoms of Dyslexia
- Diagnosing a Dyslexic Child
- Treatment for Dyslexia
They believe that developmentally dyslexic children have an abnormal pattern of lateralization, which is the process of allowing the brain to use different hemispheres for different jobs or responsibilities. The results showed that dyslexic children tend to fixate on one hemisphere of the brain when reading instead of using both hemispheres. Dyslexic children tend to be more right brain thinkers because their right brain is associated with lateral, creative and visual thought processes.
Dyslexia is not caused by race, social background or intellectual ability, but there is a possibility that dyslexia runs in families and dyslexia can cause children and be inherited through family genetics. They suggest extensive training in phonology because phonological awareness is the core area of concern for dyslexic children. These are just a few of the possible treatment or therapy situations available for dyslexic children.
Phonological training alone is not sufficient support for dyslexic children, as dyslexic treatment programs must also include carefully planned reading instruction.
E-Book for Dyslexic Children
- Teaching a Dyslexic Child
- E-Book Supporting Dyslexic Children in Learning
- Future of E-Book for Dyslexic Children
Phonological techniques to help dyslexic children learn to read are the most well-known way. But most importantly, when teaching dyslexic children, the patient should try different teaching methods to find the one that suits the child. To help dyslexic children learn, an E-book with interactive elements will be a good solution.
In the e-book for dyslexic children, it will contain graphic, audio, animation and interactive lessons to help them learn better. In addition, audio elements will also be included in the E-book for dyslexic children to support them in learning. For dyslexic children, the best help for reading and spelling is to learn words with audio elements and the sounds that make the letters out of them.
This will help children with dyslexia to make out each word from the sound of each individual letter. Books that contain only simple letters without any sound elements can become boring for children with dyslexia to read. By using audio elements in the e-book, these words are usually easy to read and more exciting for children with dyslexia.
In addition, the use of graphics and animation and interactive learning lessons will greatly help children with dyslexia to learn in school because. Children with dyslexia understand more easily with the help of effective visualization through animation, sound and other interactive elements. Using an e-book as a teaching method in teaching children with dyslexia at school can reduce excessive textbooks and simply provide a new way of delivering lessons.
The e-book being developed for dyslexic children is interactive and dyslexic children will become more interested in studying. For example, if there is a picture of a cow, the cow will make a cow sound, and when a dyslexic child wants to read the words, the letter produces sounds to help him read and spell better.
METHODOLOGY
- Introduction
- Project Phases
- Key Milestone
- Gantt Charts
- Tools Required
Rapid application design is an approach to information system development that promises a better and cheaper system through rapid development, so that system developers and end users collaborate in real time on system development. In the RAD lifecycle, requirements planning includes elements of the traditional design and analysis phase. During this phase, knowledgeable end users determine the system requirements, but the determination is made in the context of a discussion of the problem statement.
Interviews with Persatuan Dyslexia Malaysia and some dyslexic teachers will help the developer in this phase. The overall planning process is not that different from planning in the traditional waterfall model. During the second phase of the RAD lifecycle, end users and the developer participate in the discussion, with stakeholders using integrated CASE tools to support rapid prototyping of the system design.
Users and the developer collaborate closely and quickly to create prototypes that capture system requirements and that become the basis for the physical design of the system being developed. Because user design ends with agreement on a computer-based design, the gap between the end of design and the handover of the new system to users can take several weeks. During this phase, the developer who created the design now generates code using the Adobe Flash CS4 and Action Script 3.0.
End users are also involved, checking screens and other aspects of the design during the application system build. Outage planning should start early in the RAD process because the RAD approach is so fast. Each activity is considered a milestone, in the sense of a waterfall that the first activity is completed before it can proceed to the next.
A Gantt chart was created at the beginning, but after experiencing a number of unpredictable roadblocks, a faster development model was adapted in this project. To develop this project, there are several tools and requirements that must be met to run the system.
PRELIMINARY FINDINGS
- Data Collections and Research
- Literature Review Findings
- Interview Findings
- System Use Case
- Storyboard
- System Development and Challenges
- Testing Results
Actually, my students are not verified as dyslexic children, they only portray the characteristics of dyslexic children. The main purpose of the software is to design an e-book with animation, audio and interactive lessons for dyslexic children. This user interface was developed using Adobe Flash CS4 and is designed to be as friendly as possible to children in general and to dyslexic children in particular.
There will be some exercises like reading, listening and many others so that children with dyslexia can learn English better. Basic English activities will be included in the e-book, which includes animation, audio, video and interactive lessons for children with dyslexia. Apart from the fact that children with dyslexia will get bored reading the instructions, the bunny's voice will do a lot to keep them interested.
The lesson will teach children with dyslexia what animals do to produce sound. For e-book content placement, understanding how to effectively convey content knowledge to children with dyslexia is critical to effective multimedia e-book development. Graphics were also included to illustrate the meaning of certain words to ensure easy interpretation of difficult words for children with dyslexia.
This initial test is carried out to get general opinions about the e-book of people related to dyslexic children. Two adults who are former dyslexic children and are currently studying at Universiti Teknologi PETRONAS have been asked to test the e-book. This is done to get their opinion on the e-book's usefulness and suitability to support the learning process for dyslexic children.
All aspects including the justifications regarding the characteristics of the e-book, why the e-book is being used, how the e-book will be used and why it is beneficial for dyslexic children were explained. The results from these initial tests show some potential for the e-book to support dyslexic children's learning and improve the teaching method. Based on the statements of the testers and teachers, it seems that the E-book can be somewhat complementary to the current learning process of the dyslexic children.
The technology introduced is new in this specific field and the e-book incorporating animation, audio, video and interactive lessons for dyslexic children are elements that help them learn better.
RECOMMENDATIONS AND CONCLUSION
1999), Rapid Application Development (RAD): an empirical review, European Journal of Information Systems, vol. 2006), keynote conference and Young Researcher's Consortium, University of Linz, Austria. Neurobiological Behavioral Model of Dyslexia, vol. 1995), Paradoxes in the Definition of Dyslexia, Dyslexia, vol. 1996), Teaching Students with Dyslexia in the Normal Classroom, Childhood Education, vol.2, p. 1999), Semantic Cortical Activation in Dyslexic Readers, Journal of Cognitive Neuroscience, vol. 1998), An Educator's Guide to Phonological Awareness: Assessment Measures and Intervention Activities for Children, Focus on Exceptional Children, vol. Olive M., (1980), Figure/ground, brightness, contrast and Reading Disabilities, Visible Language, vol. 2011), An Effective Conceptual Multisensory Multimedia Model for Supporting Dyslexic Children, vol. 2005), National Policies Linking ICT-Based Education Reform with Economic and Social Development, Human Technology, vol. http:/ /www.bharian.com.my/bharian/articles/45_000budakhidapDyslexia/Articl e/index_html. 2011).
