Validation of a Web App Enabling Children with Dyslexia to Identify Personalized Visual and Auditory Parameters Facilitating Online Text Reading
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Published:2024-01-15
Issue:1
Volume:8
Page:5
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ISSN:2414-4088
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Container-title:Multimodal Technologies and Interaction
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language:en
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Short-container-title:MTI
Author:
Lorusso Maria Luisa1ORCID, Borasio Francesca1ORCID, Panetto Paola1, Curioni Mariangela2, Brotto Giada1, Pons Giulio3, Carsetti Alex3, Molteni Massimo1
Affiliation:
1. Scientific Institute IRCCS E. Medea, 23842 Bosisio Parini, LC, Italy 2. Seleggo NPO, 21023 Besozzo, VA, Italy 3. Betterdays Ltd., 20133 Milano, MI, Italy
Abstract
Previous research has shown the importance of font type, size, and spacing to facilitate text reading in dyslexia. Great heterogeneity in the population of readers with specific learning disorders suggests that personalized parameters should be preferable compared to one-fits-all ones. A special automatized procedure was designed to select the most favorable parameters for both text visualization and text-to-speech conversion. A total of 78 primary and middle school students (29 typical readers, 49 children with atypical reading skills, either diagnosed as specific reading disorder or as special learning needs) took part in this study, which included the application of the procedure and a validation of its outcomes through a systematic comparison of the use of the personalized versus standard fonts and voices in reading and writing tests. The results show a significant advantage for the personalized parameters. Moreover, in the case of text-to-speech personalization, the advantage is significantly larger for dyslexic readers than for typical readers. These results confirm the usefulness of a personalization approach in providing support to facilitate learning in dyslexic students.
Funder
Italian Ministero della Salute
Subject
Computer Networks and Communications,Computer Science Applications,Human-Computer Interaction,Neuroscience (miscellaneous)
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