Advanced Research in Dyslexia Remediation: Comparative Analysis of Mobile App-Based, Audio Phoneme Learning, and Flashcard Approaches as Assistive Technologies

Abstract

Dyslexia is a neurological disorder that affects the reading and writing abilities of individuals. To address this, various assistive tools have been developed to aid in teaching the alphabet to dyslexic children. This article explores the efficacy of three such tools: mobile applications, phonemic teaching methods, and flashcards. By comparing and contrasting these tools, we aim to identify their effectivity in teaching alphabets to dyslexia children, in order to provide educators and parents with a better understanding of how to effectively teach dyslexic children.In this article, we draw on the philosophy of education to frame our analysis. Specifically, we explore the role of assistive tools in the education of dyslexic children, considering the ways in which they may either support or hinder the development of critical thinking and other important educational goals. Our findings suggest that each of these tools has its own unique advantages and disadvantages. For example, mobile applications offer interactive and engaging learning experiences, but may be less effective for children who require more individualized attention. Audio phoneme learning can be useful for children who struggle with phonological awareness, but may not be as effective for those who require more visual learning aids. Flashcards are a versatile and customizable tool, but may not be as engaging or interactive as mobile applications. Overall, we argue that the choice of assistive tool depends on the specific needs and preferences of the dyslexic child in question. By providing a nuanced understanding of the effectivity of each tool, we hope to empower educators and parents to make informed decisions about the most effective way to teach the alphabet to dyslexic children.