Misconceptions, Neuromyths and Dyslexia

Maria Rauschenberger
Universitat Pompeu Fabra
Maria.Rauschenberger@upf.edu
Misconceptions, Neuromyths and Dyslexia

About me
2
Computer Scientist
#London
#Oldenburg
#BCN
#Emden
#Eckernförde
http://www.ueq-online.org/
#Dyslexia
#Language
#SeriousGames
#Auditory
#Visual
Ph.D.
Ph.D.
Dyseggxia App
#HCI
https://changedyslexia.org/
#Accessibility
#Pittsburg,
USA

How can we help people to learn in an
effective, efficient, attractive and
accessible way?
4
(Koper & Tattersall, 2005a)

Teaching depends on … right?
5
● Specific situation?
● Learning Design ?
● Learning types?
● Material ?
⇒ Is that correct?
(Koper & Tattersall, 2005b)

Research Findings and Misconceptions
6
● 49% teachers believed 49% of the neuromyths statements.
● 70% of the general knowledge statements were answered correctly.
● Possessing greater general knowledge about the brain does not appear to
protect teachers from believing in neuromyths.
⇒ This demonstrates the need for enhanced interdisciplinary communication
to reduce such misunderstandings in the future and establish a successful
collaboration between neuroscience and education.
(Dekker et al., 2012)

Problem with Neuromyths?
7
Misconceptions and myths may have adverse effects
on educational practice.

“Preferred Learning Styles / Learning types”
8
● It is the belief that individuals can benefit from receiving information in their
preferred format.

“Preferred Learning Styles / Learning types”
9
● It is the belief that individuals can benefit from receiving information in their
preferred format.
Problem:
● No coherent framework of preferred learning styles
○ auditory, visual or kinesthetic learners based on self-reports.
○ 70 different models, e.g. “left vs. right brain,” “verbalisers vs. visualisers”
● No or only weak evidence on the effectiveness could be found. While
appropriated combining of material is more effective.

Common Misconception 2017
10
The two most commonly endorsed neuromyths
across all groups were related to learning styles
and dyslexia.
(∼50% endorsement or higher)
(Macdonald, 2017)

Suggestion
11
● Read popular science magazines not popular media.
● Explicit education for teachers about neuromyths
● Enhanced interdisciplinary communication to reduce
such misunderstandings.

Agenda
● Introduction
● The power of errors
● How you can support a person with dyslexia
12

What is dyslexia?
13
(American Psychiatric Association,2013)

● a specific learning disorder
● affects around 10% of the
population
@Rauschii | www.mariarauschenberger.com
Dyslexia is not connected to how intelligent
a person is!
Dyslexia is ...

Question:
What do you think is a common indicator of
dyslexia?

School failure
Question:
What do you think is a common indicator of
dyslexia?

● a specific learning disorder
● affects around 10% of the
population
Dyslexia is ...

Agenda
Introduction
● The power of errors
18

19
The power of errors & language
● Amount of spelling and reading mistakes
● Dyslexia exists in different languages
● Second language & Dyslexia

Misspelling of words or
The power of spelling mistakes
20

A. Collect Texts from Children
B. Do Error Classification
C. Do Error Annotation
1. Visual Features
2. Phonetic Features
21
How to ...
http://goo.gl/LRaUDA

22
A. German Texts from Children
● 47 texts from students
○ homework exercises, dictations, and school essays
● Over 1,000 written errors
● 8-17 years old

23
...

24
B. Error Classification
– Substitution
– Capital Letter
– Insertion
– Omission
– Transposition
– Word boundary errors
– Multi-errors
German specific:
Beginning of the word
should be written or
should not be written
with a capital letter

25
B. Error Classification - Specific for German
Mistake Correct Translation
Capital
Letter
geschichten Geschichten stories
Wrong Capital
Letter
Glücklich glücklich happy

26
C1. Error Annotation - Visual Features
Example
– Mirror letter <d> <b>
– Rotation <d> <p>
– Fuzzy letters <s> <z>

27
C2. Error Annotation - Phonetic Features
– Sound distinction
– Sound sequence
– Combination of consonants
– Words with <v>
– Umlaut
– Double consonant / false
double consonant
– Lengthening
– Derivation
– Words with <s/ß>

28
http://rauschii.github.io/DysListGerman/
“Having a resource of errors from people with dyslexia helps to
understand the difficulties and challenges people with dyslexia have
with the language.”

29
(Rello et al., 2016a)
(Rello et al. 2018)

Example Dytective website
Find the letter “e”!
31

32
● 17 stages
● Spanish and English
● 83 % accuracy for predicting
dyslexia
Details
(Rello et al., 2016c)
(Rello et al., 2018)

Examples of Digital Detection
● Lernserver(Höinghaus and Schönweiss 2010)
● Lexercise Screener (Lexercise 2016)
● Legascreen (http://legascreen.de/)
33
Fig. Lexercise Screener
(Lexercise 2016)

Examples of Digital Detection: Pre-Readers
DysMusic
● DYSL-X / DIESEL-X (Geurts et al. 2015, Audenaeren 2013)
● Detect Pre-Readers (Gaggi et al. 2012, Facoetti et al. 2007)
● Bielefelder Screening(Steinbrink and Lachmann 2014)
● AGTB 5–12 (Steinbrink and Lachmann 2014)
34
Fig. Fence letters game
(Gaggi et al. 2012)
Fig. DYSL-X game
(Audenaeren 2013)

To sum up...
All reading and spelling tests need a
minimum knowledge of phonological awareness,
grammar, and vocabulary
of the child to predict risk of dyslexia
36

Dyslexia is normally detected using linguistic elements.
That can only be possible when children have already developed
reading skills.
Is it possible to predict that a child may have dyslexia before
s/he develops reading skills?
37

Detection for Pre-Readers
38
(Rauschenberger et al., 2017)

Other approaches
● With brain recordings for newborns (Guttorm et al., 2003)
● With rapid auditory cues for infants (Benasich, 2002)
● With the perception of visual-spatial attention for
kindergarten children (Franceschini, 2012)
⇒ Expensive approaches to predict future
language acquisition of pre-readers.
39

⇒ research on
gameful and easy
detection for
Pre-Readers
40
(Rauschenberger et al. 2018)
(Rauschenberger et al. 2017)

(Auditory) Indicators Literatur-Matrix
42

Indicators
● Short-term memory difficulties
● Phonological memory / awareness
● Working memory
⇒ For Readers and Pre-Readers
DysMusic
43
K. Overy. Dyslexia, Temporal Processing and Music: The
Potential of Music as an Early Learning Aid for Dyslexic
Children. Psychology of Music, 28(2):218–229, oct 2000.
R. F. Port, “Meter and speech,” J. Phon., vol. 31, pp.
599–611, 2003.

Indicators
44
● Elements with similar features that represent
horizontal and vertical symmetries which are
known to be difficult for a person with dyslexia.
Example:
b, d, p, q (Rello et. al 2016c)

Goals
● Finding dyslexia pre-readers indicators related to music
● Integration of successful items in a game to predict and
intervene dyslexia
45
M. Rauschenberger, L. Rello, R. Baeza-yates, E. Gomez, and J. P. Bigham, “Towards the Prediction of
Dyslexia by a Web-based Game with Musical Elements,” in W4A’17, 2017, pp. 4–7.

Musical part
47
(Rauschenberger et. al 2017)

Tasks Related to Indicators
● Finding the same sound
● Distinguishing between sounds
● Short time interval perception, e.g.
short-time intervals
48
Huss, M., Verney, J. P., Fosker, T., Mead, N., &
Goswami, U. (2011). Music, rhythm, rise time
perception and developmental dyslexia:
Perception of musical meter predicts reading and
phonology. Cortex, 47(6), 674–689.
http://doi.org/10.1016/j.cortex.2010.07.010

Example
● 4 tasks, each with 2 subtasks
● One subtask with 4 cards, the
other with 6 cards
● 4 different acoustic parameters
○ Frequency
○ Length
○ Rise Time
○ Rhythm
49
Huss, M., Verney, J. P., Fosker, T., Mead, N., &
Goswami, U. (2011). Music, rhythm, rise time
perception and developmental dyslexia:
Perception of musical meter predicts reading and
phonology. Cortex, 47(6), 674–689.
http://doi.org/10.1016/j.cortex.2010.07.010

Visual part
50

Study
● Within-subject design, counter-balanced
● Web-Application
● 178 participants in total
● 4 languages (Spanish,German, English & Catalan)
● Age range from 7 to 12 years
● 16 game rounds
51

Participants
● 178 participants, all languages
○ 67 diagnosed of dyslexia (33f, 34m)
○ 111 in control group (67f, 44m)
○ Including: English (n= 6), Catalan (n= 7)
● 108 participants, Spanish
○ 67 control group (42f, 25m)
● 57 participants, German
○ 40 control group (21f, 19m)
52

Significant Indicators for Spanish
● Musical
○ Total clicks
○ 4th click interval
○ 6th click interval
○ Duration
○ Average click time
☇ yet none for German
54
● Visual
○ Total clicks
○ Time of first click
○ Hits
○ Misses
○ Accuracy
○ Efficiency

Significant Indicators for all languages
● Musical
○ Yet, none for music
55
● Visual
○ Total clicks
○ Time of first click
○ Hits
○ Efficiency
With the same tendency

Visual Game Part
Spanish and German participants with dyslexia ...
● Click less time
● Take more time before they make the first click
● Have less hits
● Take more time for a hit
… compared to each language control group
56

But ...
Spelling errors Game errors
57

Agenda
Introduction
The power of errors
● How you can support a person with
dyslexia
58

How you can support
a person with dyslexia
59

60
Suggestions for your students
● Use different spell checkers, e.g. Drive, Grammarly and Word Office.
● Use spell checkers specifically designed for a person with dyslexia e.g. Babel,
PoliSpell or RealCheck (Rauschenberger et al., 2019).
● Ask for proof reading.
● Organisational support, e.g. student contact/disability services, more time in an
examen
● British Dyslexia Assocation: https://www.bdadyslexia.org.uk/

Text Customization
61

Font suggestions
62
Fonts like
● Arial
● Courier
●
(Wery & Diliberto, 2017)
(Rello & Baeza-Yates, 2016b)
Font families like
● roman
● sans serif
● monospace
⇒ are suggested to increase readability.
https://en.wikipedia.org/wiki/Monospaced_font

Fonts features
63
features like
● italics
● serfi
(British Dyslexia Association, 2018)
(Rello & Baeza-Yates, 2017)
(Rello & Baeza-Yates, 2016b)
⇒ are suggested to be avoided.
https://en.wikipedia.org/wiki/Serif

Background Color
64
● Have an impact on the readability
(Rello & Bigham, 2017)
● warm background colors are beneficial for the
reading performance.
● Cool background colors decrease the readability.

Font Size ...
65
● … has a significant effect on the readability and
the understandability of a text
⇒ Recommendation:
18-point font size
(Rello et al., 2013)

Various Guidelines
66
● Dyslexia Style Guide 2018 (British Dyslexia Association, 2018)
● Making the Web Accessible (Web accessibility initiative (WAI), 2018)
● Web accessibility (de Santana et al., 2012)
● Design Guidelines (Miniukovich et al., 2017)
⇒ mainly with recommendations for
readability on the Web and digital devices.

Text Simplification
67

Simplification on ...
68
...typographical errors and not on
the complexity of the content.
⇒ specific difficulties with phonetically or
orthographically similar words or letters
(Rello et al., 2016c).
(Rauschenberger et a., 2016)
(Ellis, 1984)

Dictionary function
69
● Look up words with a similar spelling e.g
● quiet vs. quit
● You have to send the later now
vs.
You have to send the letter not.

Spelling Correction
70

Real world errors...
71
● are wrong in the context but are very
similar to another word from that language
● e.g.
German Schal (’scarf’) — Schall (’sound’)
Spanish pala (’shovel’) — palabra (’word’)
English from and form.

Agenda
Introduction
The power of errors
● Summary
72

Summary
● Dyslexia is a specific learning disability.
● A person with dyslexia has difficulties in learning
how to read and write.
● Dyslexia is intelligence.
● A text written in Arial, 18 point font size and
with a warm background color increases the
readability and comprehension.
73

Contact Details — Participate?
Researchgate/Rauschenberger
GoogleScholar/Rauschenberger
74

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