“Kinder mit Lese-Rechtschreib-Schwäche haben auch Stärken – und die gilt es zu finden und ebenfalls zu fördern. Es ist nicht nötig, diese Kinder alleine über ihre Lese- und Rechtschreibfähigkeiten zu definieren und es gibt viele Möglichkeiten, nach der Schule Tools zu nutzen und Methoden zu entwickeln, um die Rechtschreibung zuverbessern.” – Maria Rauschenberger –
Vokabel Trainer: Learning words I frequently spell wrong with the App Semper
Spellchecker:Grammarly – still use the free version – which is helping very much to find the mistakes in English
Spellchecker:Google Docs finds lots of mistakes – good for writing anything there and then copy and past it 😉
Course for Learning how to read and write (Hamburg)
With your collaboration, you would help our research immensely. The goal of our research is to contribute to the development of support tools for dyslexia in English.
Participants would have to play for 5-10 minutes the game MusVis (see Screenshot). This game explores how musical and visual elements have an impact on children with and, without dyslexia. We are looking for children between 7 and 11 years old (30 children with dyslexia and 30 children without dyslexia) during April. Only a desktop or laptop computer, headphones, and Internet are needed.
Please if you would like to participate – leave your contact details and we contact you with the study details. Duration only 5 – 10 Minutes.
The prototype was designed with the help of five children and five parents who tested the game and the results of the usability study have been presented this year at the research conference Web for all (W4A) in Australia in April.
Title: Prediction of Dyslexia from Maria Rauschenberger from Web Research Group (WRG)
In regards to the #ESCOLA (22 February 2017) the Universitat Pompeu Fabra (UPF) welcomes the polytechnic School at the Poblenou Campus of Pompeu Fabra University.
Maria Rauschenberger presented the new prototype of MusVis to around 100 students at the ESCOLAB 2017. MusVis is a research application and aims to analyze how people with and without Dyslexia perceive music and visual elements.
Please leave your contact if you would like to participate!
I guess like everybody I love stories! I still like to watch movies and as a child (also now) I was so fascinated. 2015 I was in New Zealand, Wellington and where I visit the tepapa exhibition from DreamWorks Animation.
I guess I don’t need to tell you how much I enjoyed that 😉
Abstract: Dyslexia is a specific reading disorder, which is probably caused by the ‘phonological skills deficiencies associated with phonological coding deficits’ (Vellutino, Fletcher, Snowling, & Scanlon, 2004). A person with dyslexia has visual and auditory difficulties that cause problems in reading and writing (Deutsches Institut für Medizinische Dokumentation und Information, 2008). Dyslexia is frequent: worldwide, about 10% of the population and from 5 to 12% of the German students have dyslexia.
The problem is that children with dyslexia can learn the spelling of words or decode words for reading but they need more time to practice. For example, two years instead of one for learning how to spell phonetically accurate words (Schulte-Körne, 2010).
Therefore we will first show the power of misspellings for intervention and how a game can help children to decrease their spelling mistakes. We will present the annotation of the errors, the creation of the exercises, and the Dyseggxia application in German.
In contrast to the intervention with misspellings – linguistic features have also the power to predict the risk of dyslexia for children. Therefore the linguistic features which are implemented in the game Dytective will be presented.
Finally, we show the concept of a possible and different approach of ‘How to predict dyslexia without linguistic features’.