Abstract
A unique program for the 3D representation of letters (including stroke order and structure) has been developed to support intelligible understanding of written Japanese kanji by children with developmental dyslexia using a tablet computer. The 3D kanji consists of ordered pairs of strokes with distinctly different depths. This study, therefore, aims to test the efficacy of the program as a tool for literacy learning on a tablet computer. We propose that the 3D program better supports Japanese kanji education for children with developmental dyslexia as compared to 2D letters. In the present study, the effect of 3D letters on kanji learning and subjective preferences about kanji learning methods for children with developmental dyslexia and typically developing children were tested. Five children with developmental dyslexia and five typically developing children participated in this study. Participants used both 3D kanji and 2D kanji. The post-tests were conducted immediately after learning and every week for four weeks. The post-test conducted immediately after writing indicated that the writing order was more accurate for 3D kanji than 2D kanji. The correct answers were different for each participant after four weeks of learning kanji. The data obtained suggested that 3D depth is a key factor in the efficient recognition of letters. It is possible that arranging 3D letters spatially helped the participants to obtain information more efficiently than from flat presentations. The 3D kanji might be a fun method for children to learn kanji, irrespective of learning disabilities.
Author Information
Hanae Ikeshita-Yamazoe, Sagami Women's University, Japan
Paper Information
Conference: ACE2018
Stream: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
This paper is part of the ACE2018 Conference Proceedings (View)
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