cquiring and improving literacy skills throughout life is an intrinsic part of the right to education. In recent years, assistive technology (AT) has been developed for the early identification and remediation of specific learning difficulties (SpLDs), and specifically for people with Dyslexia. The ways in which people with SpLDs cope with difficulties in reading are accompanied by a broad array of social conditions influencing how technology, language and literacy interact in learning contexts. In this project, we explore the design and development of interactive bricks for developing literacy skills in the Arabic language.

Technology is advancing rapidly and as with the rest of society, this has had a major impact on people with dyslexia. For most people, technology can make life easier, expanding life’s choices and opportunities. For people with dyslexia, however, technology changes the most ordinary of daily activities from the impossible to the possible. In this project, we consider: How might we help children with dyslexia develop their phonological processing skills? “Designing Multisensory Tangible Arabic Alphabet Blocks”

May 25, 2020
Specific Learning Difficulties
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