WRIDY: MULTISENSORY WRITING APPROACH IN MOBILE APPLICATION FOR KIDS WITH LEARNING DISABILITIES INCLUDING DYSLEXIA
Handwriting development begins as early as infancy when children are first able to grasp a writing object and leave a mark on the paper. Handwriting is linked with brain functioning; experts suggest that handwriting skill lightens a student’s cognitive load. With consistent handwriting practice, i...
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| Main Authors: | , , , |
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| Format: | Proceeding |
| Language: | en |
| Published: |
iated.org
2021
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/35644/1/wridy1.pdf http://ir.unimas.my/id/eprint/35644/ https://iated.org/concrete3/paper_detail.php?paper_id=90175 |
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| Summary: | Handwriting development begins as early as infancy when children are first able to grasp a writing object
and leave a mark on the paper. Handwriting is linked with brain functioning; experts suggest that
handwriting skill lightens a student’s cognitive load. With consistent handwriting practice, it becomes
less demanding and more automatic, enabling students critical thinking and thought organization. The
lack of writing skill decreases kids’ capacity to carry out higher-order skills. Most of the writing
intervention approaches are not multisensory and some are using substances that may be dangerous
for kids such as sand or shaving cream or pipe cleaners or play-doh etc. These issues become more
challenging for kids with a learning disability such as dyslexia. This empirical gap in the multisensory
writing system is the target of this research. A multisensory mobile application (Wridy) is designed and
developed to support kids with learning disabilities. Wridy is an early-stage multisensory writing
intervention tool. It uses a dyslexia-friendly user interface, fonts and colour. Wridy is demonstrated to
the teachers of the Dyslexia Association Kuching, Malaysia. The results of the survey show that Wridy
is helpful and useful in learning writing alphabets especially for kids with learning disabilities such as
dyslexia. |
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