ADPS: A prescreening tool for students with dyslexia in learning traditional Chinese

ADPS: A prescreening tool for students with dyslexia in learning traditional Chinese

• Fung, Ka Yan Hong Kong University of Science and Technology
• Tang, Kit Yi Chinese University of Hong Kong
• Lui, Tze Leung Rick The Education University of Hong Kong
• Sin, Kuen Fung Kenneth The Education University of Hong Kong
• Lee, Lik Hang Hong Kong Polytechnic University
• Qu, Huamin Hong Kong University of Science and Technology
• Song, Shenghui Hong Kong University of Science and Technology

IEEE Transactions on Learning Technologies, 17, 1454-1470, 2024

Institute of Electrical and Electronics Engineers

2024

• E Special Education
  • EF Education for Speech & Language Impairments
• E Special Education
  • EH Education for Students with Learning Disabilities

Dyslexia Handwriting (HW) Phonological Awareness (PA) Prescreening Traditional Chinese Vocabulary Knowledge (VK) Working Memory (WM)

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Primary Education

Pre-screening children for specific learning disabilities (SLDs), e.g., dyslexia, is essential for effective intervention. With a quick and reliable pre- screening result, special education coordinators (SEN- COs) can provide students with early intervention and relieve their learning pressure. Unfortunately, due to the limited resources, many students in Hong Kong receive dyslexia assessments beyond the golden period, i.e., under the age of six. To this end, information technology could establish automatic pre-screening tools to address this issue. However, dyslexia pre-screening for children learning Chinese is challenging due to the lack of sound-script correlation in Chinese. In this paper, an Automatic Dyslexia Pre-screening System (ADPS) is developed to provide a quick test to identify at-risk children. Through a two-stage approach, we first develop a gamified tool based on linguistic characteristics and then evaluate the result by a comparison study. Results from a pilot test on 30 students with dyslexia and 32 students without dyslexia indicate that ADPS can effectively distinguish two groups of students. Furthermore, the interactive design elements can motivate students to conduct the pre-screening independently. Copyright © 2024 IEEE.

• English

Journal Articles

• 19391382

• 10.1109/TLT.2024.3384290

https://bibliography.lib.eduhk.hk/bibs/ead98373

2024-10-09