Abstract

Learning Outcomes

Designing products that are considered easy to use and beautiful, yet also effectively addressing the communication problem, can be a difficult challenge for any designer. This paper explains the development of See Words, a digital tool that explores letterforms when teaching beginning reading principles to children at risk of reading difficulties. After conducting a pilot study with this tool, we assert that dynamic type within digital technologies can offer an even greater opportunity to master alphabetic consolidation by using the engagement of multiple senses.

10 Weeks:
Kindergarten and Grade 1

Phonological Awareness

After children participating in See Words (treatment group) versus children participating in educational applications on the iPad, mean gain scores of the treatment group were higher.

10 Weeks:
Kindergarten and Grade 1

Phonological Awareness

After children participating in See Words (treatment group) versus children participating in educational applications on the iPad, mean gain scores of the treatment group were higher.

10 Weeks:
Kindergarten and Grade 1

Improved Word Identification

Two of three phonological awareness measures (production of accurate words given a beginning letter sound and a standardized composite of phonological awareness) were increased.

10 Weeks:
Kindergarten and Grade 1

Improved Word Identification

Two of three phonological awareness measures (production of accurate words given a beginning letter sound and a standardized composite of phonological awareness) were increased.

10 Weeks:
Kindergarten and Grade 1

Improved Word Identification

Two of three phonological awareness measures (production of accurate words given a beginning letter sound and a standardized composite of phonological awareness) were increased.

10 Weeks:
Kindergarten and Grade 1

Increase in Fluency

Results revealed larger mean gain scores in DIBELS: First Sound Fluency, DIBELS: Letter Naming Fluency and DIBELS: Phoneme Segmentation Fluency for children in See Words compared to children in the control condition.

10 Weeks:
Kindergarten and Grade 1

Increase in Fluency

Results revealed larger mean gain scores in DIBELS: First Sound Fluency, DIBELS: Letter Naming Fluency and DIBELS: Phoneme Segmentation Fluency for children in See Words compared to children in the control condition.

10 Weeks:
Kindergarten and Grade 1

Increase in Fluency

Results revealed larger mean gain scores in DIBELS: First Sound Fluency, DIBELS: Letter Naming Fluency and DIBELS: Phoneme Segmentation Fluency for children in See Words compared to children in the control condition.

15 Weeks:
After-School Kindergarten

Pre-Test Scores

Pre-test Kindergarten children using See Words scored between 1.5 and 3.2 on the SSS. Kindergarten children in the control group scored between 5.86 and 6.71 on the SSS.

15 Weeks:
After-School Kindergarten

Improved Spelling

After using See Words, Kindergarten students with an initial DIBELS composite score for Kindergarten of 13 or lower scored between 7.4 and 9 on the SSS.

15 Weeks: Bilingual

Improved Decoding

Children with Chinese language backgrounds taught with the See Words approach at the letter-, word- and text-levels made greater gains in decoding on average, and more of these children showed greater improvement in spelling than the control group.