Exploring the Design Space of Tangible Systems Supported for Early Reading Acquisition in Children with Dyslexia

Tangible user interfaces have the potential to support children in learning to read. This research explores the design space of school-based tangible learning systems that support early reading acquisition in children, particularly in children with reading difficulties. Informed by theories of the causes and interventions for dyslexia and research on TUIs for learning, we present the design of a tangible reading system that uses the dynamic colour and tactile cues to help children with dyslexia to learn English letter-sound correspondences. We then propose a case study design that investigates how this system can support children with dyslexia aged 7-8 years old in learning letter-sound correspondences in a school context. We conclude by discussing the future work and potential contributions of this research.