When a question arises as to how something should be done, the user’s wants and needs determine the response.(Saffer, Designing for Interaction)

The previous month I had several interviews with dyslexic children, parents, teachers and experts. Each interview provided me with very important information and ideas. So I decided to listen to the interview again to see if I had missed something.

First of all, I considered again the main problems that derive from dyslexia

and I found the possible areas of action, deciding to focus only on language disorders and learning disability.

Following, I defined the main aims of device:

• improving interaction with the letters (identification and correct writing);
• stimulate associations (letters and sound / images and words);
• develop language skills;
• increase coordination;
• stimulate short-term memory.

 

So I think the device need to be:

• multisensory;
• multifunctional;
• tailored for the child;
• portable;
• tangible.

These are the phrases that impressed me during the interviews:

“Toys as motivation for learning.”
“Kinesthetic modes are a great way to learn.”
“Manipulation of objects is an essential art of learning.”
“I imagine that the child really moves the letters.”

This last phrase made me think of a device that allows dyslexic child to manipulate and move more letters to make words.
But how is it possible to have all the letters of the alphabet in a tangible way?