Abstract

One in five students, or 15-20% of the population, has a language based learning disability. Dyslexia is the most common of the language based learning disabilities. Dyslexia is mainly a problem with reading accurately and fluently — Accuracy being identified as Letter Recognition and Fluency as Word Recognition.

This thesis looked into various educational applications that help dyslexic children and identified that they rely heavily on intensive instruction in phonetic code and the learning method employed by these applications do not create a lasting impact. The proposed solution integrated the symbol mastery method of learning to create a new digital learning experience that solves the problem of reading accurately and fluently. A combination of hands on experience, visual aid and teaching the big picture, solves the problem through letter formation and shape building thus creating a method of permanent learning. The purpose of the application was to create a learning experience that blends with a dyslexic child’s unique thought process. The more a dyslexic can understand the traits of their thought process, the more adaptable to the word-thinking environment he/she becomes.

Library of Congress Subject Headings

Dyslexic children--Education--Interactive multimedia--Design; Reading (Elementary)--Interactive multimedia--Design

Publication Date

12-14-2017

Document Type

Thesis

Student Type

Graduate

Degree Name

Visual Communication Design (MFA)

Department, Program, or Center

School of Design (CIAS)

Advisor

Nancy A. Ciolek

Advisor/Committee Member

Chris Jackson

Advisor/Committee Member

Michael Strobert

Campus

RIT – Main Campus

Plan Codes

VISCOM-MFA

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