Designing for Dyslexia: Enhancing the Experience of Reading Remediation with Multisensory Materials

Abstract

This study aims to reduce the strain of reading acquisition for third-grade students with dyslexia by developing multisensory games tailored to their goals and preferences. Implementing design strategies creates a research tool that innovatively addresses reading remediation. Designers will begin to understand the complex nature of reading and how to balance user needs and wants with established educational materials, with room for enhancement. Phonics-specific reading materials can bias younger ages and grade levels. However, students with dyslexia still need reading remediation of skills taught in kindergarten through 2nd grade. These materials do not consider older children’s interests and development, contributing to their challenged motivation to engage with the material. Reading remediation requires repetition and executive functions to practice consistently. Creating a breadth of games with varied topics and multimodal expression could make this repetition more fun. Designers are given a deep study of reading followed by a proposed tool and worksheets used to translate the literature review into design steps and criteria. Students with dyslexia require repetition and time on task. Producing materials and activities that students want to participate in enthusiastically improves reading experience and outcomes.