MyLexics: An Assistive Courseware for Dyslexic Children to Learn Basic Malay Language.
MyLexics: An Assistive Courseware for Dyslexic Children to
Learn Basic Malay Language
Muha mma d Ha ziq Lim Ab dulla h, Sya riffa no r Hisha m, Sha hril Pa rumo
Fa c ulty o f Info rma tio n a nd C o mmunic a tio n Te c hno lo g y
Unive rsiti Te knika l Ma la ysia Me la ka (UTe M)
{ha ziq , sya riffa no r, sha hrilp a rumo }@ ute m.e d u.m y
Introduction
Dysle xia is a la ng ua g e -b a se d le a rning d isa b ility re sulting in p e o p le e xp e rie nc ing d iffic ultie s
in re a d ing , sp e lling , writing a nd sp e a king d ue to ina b ility to d iffe re ntia te so und
c o mp o ne nts. The se p ro b le ms a re so me time s a c c o mp a nie d b y sho rt-te rm me mo ry
d iffic ultie s, a la c k o f o rg a niza tio na l skills a nd time ma na g e me nt issue s whic h a ll ha ve a n
im p a c t o n le a rning . Dysle xia c a n o c c ur re g a rd le ss o f a g e g ro up s a nd in so me c a se s;
d ysle xic s ma y ha ve hig he r IQ le ve l c o mp a re to o the rs.
MyLe xic s is a c o urse wa re tha t wa s d e sig ne d to he lp d ysle xic c hild re n le a rn to re a d a nd
write in the Ma la y la ng ua g e . This p ro je c t is c o lla b o ra tio n b e twe e n the Fa c ulty o f
Info rma tio n & C o mmunic a tio n Te c hno lo g y, UTe M a nd Ma la ysia Dysle xia Asso c ia tio n. The
Pre sid e nt o f Dysle xia Asso c ia tio n o f Ma la ysia , Mrs. Sa ria h Am irin (1998 – p re se nt) is a lso the
sub je c t ma tte r e xp e rt in the d e ve lo p me nt o f MyLe xic s’ s c o nte nts.
MyLe xic s wa s d e ve lo p e d b a se d the ‘ Dua l c o d ing the o ry’ b y Alla n Pa ivio (Pa ivo a nd Be g g ,
1981)who sug g e ste d tha t a re c a ll o r re c o g nitio n c a n b e e nha nc e d b y p re se nting
info rma tio n in b o th visua l a nd ve rb a l fo rm , c o mb ine d with the Sc a ffo ld ing te a c hing
stra te g y (Wo o d e t. a l, 1976).– p ro vid ing a ssista nc e to stud e nt o n a a s-ne e d e d b a sis, fa d ing
it a s the c o mp e te nc e inc re a se s. The c o urse wa re c o nte nt ha s b e e n struc ture d a s b uild ing up p ro c e ss: The c hild re n le a rn the ind ivid ua l ‘ a lp ha b e ts’ a nd the n c o m b ine the a lp ha b e ts
to ma ke ‘ sylla b le s’ , fina lly the y a d d the c o mb ine d sylla b le s to o the r sylla b le s to fo rm
‘ wo rd s’ . The im p le m e nta tio n o f sta te d p rinc ip le s via multim e d ia e le me nts a llo ws
ind e p e nd e nt a nd inte ra c tive le a rning , a nd ye t e ng a g e s the le a rne rs in inte re sting ta sks.
MyLe xic s is e xp e c te d to c o ntrib ute to the d e ve lo p m e nt o f te a c hing te c hno lo g y in Ma la y
la ng ua g e e d uc a tio n fo r d ysle xic c hild re n in Ma la ysia . This is a lig ne d with the p ro je c t b y
Ministry o f Ed uc a tio n Ma la ysia (MO E) c a lle d Dysle xia Pilo t Pro je c ts (DPP) tha t wa s la unc he d
in Ma rc h 2004 a nd c urre ntly b e ing im p le me nte d in 30 g o ve rnme nt a id e d p rim a ry sc ho o ls
thro ug ho ut the c o untry. Ap a rt fro m DPP b y MO E, MyLe xic s is a lso in line with te a c hing
a c tivitie s c o nd uc te d b y no n-g o ve rnme nt o rg a niza tio ns, na me ly b y the Kua la Lump ur
Dysle xia Asso c ia tio n. It ha s und e rg o ne a n a c c e p ta nc e te sting . The fe e d b a c k a nd p o sitive
re sults fro m the d ysle xic c hild re n a t the c e nte r we re ve ry muc h p ro m ising .
Why MyLexics?
In Ma la ysia , it is e stima te d tha t 1 in e ve ry 20 stud e nts is d ysle xic whic h m e a ns tha t e a c h
c la ssro o m in e ve ry p rima ry sc ho o l ha s a t le a st 1 o r 2 p o te ntia l d ysle xic s (Kua la Lum p ur
Dysle xia Asso c ia tio n, 2006). This is sup p o rte d b y the fig ure s fro m the Ministry o f Ed uc a tio n
tha t the re a re a p p ro xim a te ly 315,000 p rim a ry sc ho o l c hild re n in Ma la ysia a re p o te ntia lly
d ysle xic s. The c o urse wa re is no t o nly b e ne fits d ysle xic c hild re n b ut a lso c hild re n with o the r
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typ e s o f le a rning d iffic ultie s suc h a s a utism a nd slo w le a rne r. Ta b le 1 sho ws the c o mp a riso n
b e twe e n MyLe xic s a nd o the r simila r p ro d uc ts in the ma rke t.
Tab le 1. Pro duc t C o m pariso n
MyLe xic s
O the r Pro duc ts o n the Ma rke t
The inte ra c tivity a nd no n-line a r te c hniq ue
a d o p te d in this c o urse wa re o ffe rs fle xib ility
fo r p a re nts a nd te a c he rs in mo nito ring the
c hild re n le a rning p ro g re ss.
The line a r-te c hniq ue wa s a d o p te d in mo st
c o urse wa re a nd no t suita b le a nd infle xib le fo r le a rning p ro g re ss.
The no n line a r struc ture o f the c o nte nts
a llo ws fle xib le na vig a tio n. Unlike ma ny
o the r simila r p ro d uc ts o n the m a rke t, this
inte ra c tive C D p ro mo te s se lf-le a rning
whic h is suita b le fo r ho me a nd sc ho o l.
Mo st C D p ro mo te s g uid e d -le a rning whic h
no t c o nve nie nt to p a re nts a nd te a c he rs
whe re the y ha ve to mo nito r the c hild re n
le a rning p ro g re ss.
He lp using a vid e o a p p ro a c h.
Limite d o f he lp in a C D.
MyLe xic s is suita b le fo r ma in stre a m
c hild re n a nd tho se ha ving le a rning
d iffic ultie s suc h a s d ysle xia , a utism , ADHD
a nd slo w le a rne r.
O nly suita b le fo r tho se no t ha ving le a rning
d iffic ultie s c hild re n.
MyLexics: Courseware Modules
MyLe xic s is the first c o urse wa re in Ma la ysia fo r d ysle xic c hild re n le a rning to re a d a nd w rite
in Ma la y la ng ua g e . The c o urse wa re inte g ra te s a ll multim e d ia e le me nts tha t sup p o rts
inte ra c tive a nd se lf-le a rning e nviro nme nt b o th a t sc ho o l a nd a t ho me . MyLe xic s c o mp rise s
o f Mo dul Pe mb e la ja ra n whic h c o nsists o f thre e sub -mo d ule s ( Ab ja d , Sukuka ta a nd
Pe rka ta a n) a re d e sc rib e d in the furthe r te xt.
The typ ic a l le a rning p ro c e ss is sup p o rte d b y the Mo dul Pe mb e la ja ra n: It b e g ins b y le a rning
the ind ivid ua l le tte rs o f the Ab ja d (Alp ha b e t), c o nsisting o f vo we ls a nd c o nso na nts. He re ,
the im p o rta nt c o nne c tio n b e twe e n the so und a nd the le tte r is ma d e . Ne xt, the c hild re n
le a rn to c o m b ine the a lp ha b e ts to c o nstruc t two typ e s o f Sukuka ta (Sylla b le s). Fina lly,
sylla b le s a re use d to c o nstruc t Pe rka ta a n (Wo rd ).
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Fig ure 1: My Le xic s Main Me nu
Abjad (Alphabet) Module
This m o d ule will g ive the use rs the fo und a tio n o f re c o g nizing a nd writing le tte rs o f the
a lp ha b e t. First, the y will b e intro d uc e d to a le tte r a nd the sha p e o f the le tte r. The n the y will
le a rn to re c o g nize a ll the le tte rs b y its c a te g o rie s: Vo we ls a nd c o nso na nts. Am o ng vo we l
le tte rs, d ysle xic s a lwa ys g e t c o nfuse d with vo we l ‘ e ’ a nd ‘ i’ . This is d ue to the simila r so und s
o f the le tte r (Mo hd Yuso h e t. a l, 2008). Thus, the le tte rs a re d isp la ye d in se p a ra te d p a g e s.
Fig ure 3 sho ws a sa m p le sc re e n fo r writing a vo we l.
The use rs c a n c lic k o n the le tte rs o n rig ht ha nd sid e to sta rt a 2D a nima tio n o f le tte r writing .
A vo ic e o ve r will p ro no unc e the le tte r a nd d a she s line s o f the le tte r will b e p ro vid e d o n
sc re e n a s g uid a nc e . Dysle xic s c a n p la c e the ir fing e rs o n the sc re e n a nd fo llo w the 2D
a nim a tio n to le a rn writing the le tte r. He re , the visua l a nd kine sthe tic e le me nts use d will
re info rc e e a c h o the r fo r o p tima l le a rning . This invo lve s a c re a tive , p a rtic ip a to ry a c t b y the
d ysle xic s.
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Fig ure 3: Intro duc ing and Writing a Vo we l
Dysle xic s a lwa ys re ly o n p ic ture s a nd c o nte xtua l c lue s to sa y a wo rd (Ea rnsha w a nd
Se a rg e a nt, 2005). This is d ue to the ir p o o r d e c o d ing skill e sp e c ia lly o f symb o ls like le tte rs. To
o ve rc o me this p ro b le m , MyLe xic s a sso c ia te d le tte rs with im a g e s a nd a ud io . He re , d ysle xic s
will a sso c ia te the sha p e o f the ima g e with the le tte r itse lf. This is a n e xa mp le o f d ua l c o d ing
the o ry c o nc e p t. The d ysle xic s a re g ive n c ue s b y im a g e s a nd a ud io to he lp the m re c o g nize
le tte r tha t the y d o no t imme d ia te ly re c o g nize . Fig ure 4 sho ws a sa mp le sc re e n o f
re c o g nizing a le tte r in C o nso na nt Mo d ule .
Fig ure 4. Re c o g nizing a C o nso nant
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Sukukata (Syllables) Module
In Ab ja d Mo d ule , d ysle xic s le a rn the ind ivid ua l vo we l a nd c o nso na nt a nd its so und . In this
mo d ule , the y will le a rn the c o mb ina tio n o f a vo we l a nd a c o nso na nt to fo rm a sylla b le . As
MyLe xic s is ta rg e te d to p re sc ho o le rs, o nly two -le tte r sylla b le s a re c o ve re d . The me tho d
use d is q uite stra ig htfo rwa rd . In MyLe xic s, d ysle xic s will le a rn sylla b le s using Simulta ne o us
O ra l Sp e lling (SO S) te c hniq ue . This te c hniq ue stre sse s fo ur ma in c o mp o ne nts o f le a rning ,
whic h a re 1) He a r it, 2) Sa y it, 3) Se e it, 4) Write it. He re , the SO S use s multi-se nso ry a p p ro a c h
whe re le a rne rs use the ir visio n a nd he a ring to le a rn the sylla b le s. In a d d itio n, in o rd e r to
c a p ture a nd susta in d ysle xic s’ a tte ntio n a nd inte re st, simp le a nima tio ns a re p ro vid e d with
inte re sting illustra tio n o f the le tte r c o mb ina tio n p ro c e ss. Fig ure 5 b e lo w sho ws sa m p le
sc re e ns fo r Sukuka ta Mo d ule .
Fig ure 5. ‘Sukukata’ Mo dule
The le a rne r c a n c lic k o n the sylla b le , he a r the so und o f sylla b le , a nd wa tc h a 2D a nima tio n
o f c o m b ina tio n o f the le tte rs to m a ke the sylla b le . Like in Ab ja d mo d ule , vo we l ‘ i' a nd ‘ e ’
a re d isp la ye d in se p a ra te sc re e n.
Perkataan (Words) Module
This mo d ule will te a c h the d ysle xic s ho w to re a d simp le wo rd s. As o f this sta g e , we e xp e c t
tha t the le a rne r ha s a c q uire d the skills o f re c o g nizing le tte rs a nd b a sic sylla b le s. The
te a c hing a p p ro a c h in this m o d ule is b y using fa m ily g ro up o f wo rd s (e .g . suka , b uka , c uka ,
luka ). Fa mily g ro up o f wo rd s a re wo rd s tha t ha ve sylla b le s tha t so und ve ry simila r. The a im is
tha t the d ysle xic s will b e a b le to re c o g nize the p a tte rn o f fa mily wo rd insta ntly. Like o the r
mo d ule s, Pe rka ta a n mo d ule a lso use s im a g e s, te xt a nd a ud io . First, a se t o f wo rd s a nd a
p ic ture a sso c ia te d with the wo rd is b e d isp la ye d . He re , the d ysle xic s will first fig ure o ut the
sto ry c o nte nt fro m the p ic ture s. This is a n e xa mp le o f e xp lo ra to ry d rive n b a se d le a rning
(Mo hd Yuso h e t. a l, 2008). The le a rne r will ma ke the tra nsitio n to le a rn the sylla b le s tha t
ma ke up the wo rd . Ea c h wo rd c o nta ins two sylla b le s re p re se nte d in two sta nd a rd c o lo rs
use d in the Dysle xia Asso c ia tio n Kua la Lum p ur, Ma la ysia . O nc e the le a rne r und e rsta nd s the
ma te ria l, wo rd s b e c o me mo re me a ning ful. This is a n e xa mp le o f inq uiry b a se d le a rning
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whic h will he lp the d ysle xic s to re ta in m o re info rm a tio n. Ne xt, the syste m will hig hlig ht the
ne xt p ic ture with a n a nima tio n o f le tte r tra nsitio n in the first wo rd . Vo ic e -o ve r is p ro vid e d to
e xp la in the tra nsitio n. Fig ure 6 sho ws the w o rd se t. The le a rne rs c a n c o ntinue with the ne xt
fa m ily wo rd b y c lic king a t the a rro w b utto n.
Fig ure 6. Pe rkataan Mo dule
Comparison with other products
The re a re se ve ra l p ro d uc ts o n the Ma la ysia n ma rke t to te a c h re a d ing suc h a s Siri C e p a t
Me mb a c a Ba c a la h Ana kku a nd Re a d Ea sy (http :/ / re a d ne two rk.c o m ). Ba c a la h Ana kku is a
p a c ka g e o f b a sic le a rning o f Ma la y la ng ua g e fo r c hild re n, c o nsisting o f 8 b o o ks, 1 b o o kle t,
1 VC D a nd 12 sc a n c a rd s. The c o mp a riso n b e twe e n MyLe xic s a nd Ba c a la h Ana kku a re
sho wn in the Ta b le 1.
Recognition of the initiative
•
•
•
Silve r Me d a l, E-le a rning fo r Disa b ility: An Assistive Multim e d ia C o urse wa re fo r Dysle xic s,
UTe M Exhib itio n 2008 (In c o njunc tio n with Ma la c c a Ed uc a tio n C a rniva l), Inno va tio n
C a te g o ry, Me la ka Inte rna tio na l Tra d e C e ntre , 27-30 Ma rc h 2008.
G o ld Me d a l, MyLe xic s: An Assistive Multim e d ia C o urse w a re fo r Te a c hing a nd
Re info rc ing Ba sic Skills in Re a d ing Ma la y La ng ua g e a m o ng Dysle xic s, The 18th
Inte rna tio na l Inve ntio n, Inno va tio n a nd Te c hno lo g y Exhib itio n (ITEX07), Kua la Lump ur
C o nve ntio n C e ntre , 18-20 Ma y 2007.
Silve r Me d a l, E-le a rning fo r Disa b ility: An Assistive Multim e d ia C o urse wa re fo r Dysle xic s,
Te a c hing Me tho d s a nd Ma te ria ls C a te g o ry, The 35th Inte rna tio na l Exhib itio n o f
Inve ntio ns, Ne w Te c hniq ue s a nd Pro d uc ts o f G e ne va , 18- 22 Ap ril 2007.
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Acknowledgement
This wo rk is fund e d b y UTe M und e r the Sho rt Re se a rc h G ra nt Sc he m e b y C e ntre fo r
Re se a rc h a nd Inno va tio n Ma na g e me nt (C RIM), UTe M.
References
1.
Pa ivio , A. & Be g g , I. (1981). The Psyc ho lo g y o f La ng ua g e . Ne w Yo rk: Pre ntic e -Ha ll.
2.
Wo o d , D., Brune r, J., & Ro ss, G . (1976). The ro le o f tuto ring in p ro b le m so lving . Jo urna l o f c hild
p syc ho lo g y a nd p syc hia try , 17, 89-100.
3.
Mo hd Yuso h, Z.I., De va ra ju, A., Za ka ria , M.H. & Te c ha na murthy, U. (2008). An Ove rvie w o f
Le a rning C o nte nts in MyLe xic s - An Assistive Multime dia C o urse wa re fo r Dysle xic s. In: Pro c .
The 13th Inte rna tio na l C o nfe re nc e in Ed uc a tio n, Brune i Da rul Sa la m
4.
Ea rnsha w, T. & Se a rg e a nt, A. (2005). De a ling with dysle xia a nd o the r re a ding diffic ultie s. Pre ntic e
Ha ll
5.
Re a d Ne two rk, http :/ / re a d ne two rk.c o m
About the Authors
This a rtic le wa s wro te b y Muha mma d Ha ziq Lim Ab d ulla h, Sya riffa no r Hisha m , Sha hril
Pa rum o . In a d d itio n to the a utho rs o f this a rtic le , o the r re se a rc he rs who we re invo lve d in
this p ro je c t a re Wa n Sa zli Na sa rud d in Sa ifud d in, Mo hd Ha fiz Za ka ria , Anusuriya De va ra ju
a nd Ze ra tul Izza h Mo hd Yuso h.
Muha m m a d Ha ziq Lim Ab dulla h is a le c ture r a nd re se a rc he r a t the
Fa c ulty o f Info rma tio n a nd C o mmunic a tio n Te c hno lo g y a t Unive rsiti
Te knika l Ma la ysia Me la ka (UTe M). He ha s a Ma ste r o f Multim e d ia fro m
Swinb urne Unive rsity o f Te c hno lo g y, Austra lia a nd Ba c he lo r o f Info rma tio n
Te c hno lo g y (Ho no urs) (Multime d ia Stud ie s) fro m Unive rsiti Ke b a ng sa a n
Ma la ysia . His re se a rc h inte re st a re in the a re a o f a ssistive te c hno lo g y
a nd a rtific ia l inte llig e nc e .
Sya riffa no r Hisha m is a
le c ture r a nd re se a rc he r a t the Fa c ulty o f
Info rma tio n a nd C o mmunic a tio n Te c hno lo g y a t Unive rsiti Te knika l
Ma la ysia Me la ka , Ma la ysia . She ha s a Ba c he lo r De g re e in Info rm a tio n
Te c hno lo g y (Unive rsiti Uta ra Ma la ysia ) a nd a n MSc in Multim e d ia
Te c hno lo g y fro m the Unive rsity o f Ma nc he ste r. He r PhD the sis a t the
Unive rsity o f Yo rk, UK is a b o ut Lo c a lising Use r-inte rfa c e d e sig n fo r e ld e rly
use rs inMa la ysia . He r re se a rc h inte re sts a re ma inly in the a re a o f Huma nC o mp ute r Inte ra c tio n inc lud ing a ssistive te c hno lo g y, c ulture a nd p e o p le
with sp e c ia l ne e d s.
Sha hril Pa rum o is a le c ture r a nd re se a rc he r a t the Fa c ulty o f Info rm a tio n
a nd C o m m unic a tio n Te c hno lo g y a t Unive rsiti Te knika l Ma la ysia Me la ka ,
Ma la ysia . He ha s a Ba c he lo r De g re e in C o mp ute r Sc ie nc e (Unive rsiti
Te kno lo g i Ma la ysia ) a nd a MSc in C o mp ute r Sc ie nc e fro m the Unive rsiti
Putra Ma la ysia . His re se a rc h inte re sts fo c using to wa rd s a p p lic a tio ns o f
info rma tio n te c hno lo g y in he a lth a nd huma n d e ve lo p m e nt.
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Learn Basic Malay Language
Muha mma d Ha ziq Lim Ab dulla h, Sya riffa no r Hisha m, Sha hril Pa rumo
Fa c ulty o f Info rma tio n a nd C o mmunic a tio n Te c hno lo g y
Unive rsiti Te knika l Ma la ysia Me la ka (UTe M)
{ha ziq , sya riffa no r, sha hrilp a rumo }@ ute m.e d u.m y
Introduction
Dysle xia is a la ng ua g e -b a se d le a rning d isa b ility re sulting in p e o p le e xp e rie nc ing d iffic ultie s
in re a d ing , sp e lling , writing a nd sp e a king d ue to ina b ility to d iffe re ntia te so und
c o mp o ne nts. The se p ro b le ms a re so me time s a c c o mp a nie d b y sho rt-te rm me mo ry
d iffic ultie s, a la c k o f o rg a niza tio na l skills a nd time ma na g e me nt issue s whic h a ll ha ve a n
im p a c t o n le a rning . Dysle xia c a n o c c ur re g a rd le ss o f a g e g ro up s a nd in so me c a se s;
d ysle xic s ma y ha ve hig he r IQ le ve l c o mp a re to o the rs.
MyLe xic s is a c o urse wa re tha t wa s d e sig ne d to he lp d ysle xic c hild re n le a rn to re a d a nd
write in the Ma la y la ng ua g e . This p ro je c t is c o lla b o ra tio n b e twe e n the Fa c ulty o f
Info rma tio n & C o mmunic a tio n Te c hno lo g y, UTe M a nd Ma la ysia Dysle xia Asso c ia tio n. The
Pre sid e nt o f Dysle xia Asso c ia tio n o f Ma la ysia , Mrs. Sa ria h Am irin (1998 – p re se nt) is a lso the
sub je c t ma tte r e xp e rt in the d e ve lo p me nt o f MyLe xic s’ s c o nte nts.
MyLe xic s wa s d e ve lo p e d b a se d the ‘ Dua l c o d ing the o ry’ b y Alla n Pa ivio (Pa ivo a nd Be g g ,
1981)who sug g e ste d tha t a re c a ll o r re c o g nitio n c a n b e e nha nc e d b y p re se nting
info rma tio n in b o th visua l a nd ve rb a l fo rm , c o mb ine d with the Sc a ffo ld ing te a c hing
stra te g y (Wo o d e t. a l, 1976).– p ro vid ing a ssista nc e to stud e nt o n a a s-ne e d e d b a sis, fa d ing
it a s the c o mp e te nc e inc re a se s. The c o urse wa re c o nte nt ha s b e e n struc ture d a s b uild ing up p ro c e ss: The c hild re n le a rn the ind ivid ua l ‘ a lp ha b e ts’ a nd the n c o m b ine the a lp ha b e ts
to ma ke ‘ sylla b le s’ , fina lly the y a d d the c o mb ine d sylla b le s to o the r sylla b le s to fo rm
‘ wo rd s’ . The im p le m e nta tio n o f sta te d p rinc ip le s via multim e d ia e le me nts a llo ws
ind e p e nd e nt a nd inte ra c tive le a rning , a nd ye t e ng a g e s the le a rne rs in inte re sting ta sks.
MyLe xic s is e xp e c te d to c o ntrib ute to the d e ve lo p m e nt o f te a c hing te c hno lo g y in Ma la y
la ng ua g e e d uc a tio n fo r d ysle xic c hild re n in Ma la ysia . This is a lig ne d with the p ro je c t b y
Ministry o f Ed uc a tio n Ma la ysia (MO E) c a lle d Dysle xia Pilo t Pro je c ts (DPP) tha t wa s la unc he d
in Ma rc h 2004 a nd c urre ntly b e ing im p le me nte d in 30 g o ve rnme nt a id e d p rim a ry sc ho o ls
thro ug ho ut the c o untry. Ap a rt fro m DPP b y MO E, MyLe xic s is a lso in line with te a c hing
a c tivitie s c o nd uc te d b y no n-g o ve rnme nt o rg a niza tio ns, na me ly b y the Kua la Lump ur
Dysle xia Asso c ia tio n. It ha s und e rg o ne a n a c c e p ta nc e te sting . The fe e d b a c k a nd p o sitive
re sults fro m the d ysle xic c hild re n a t the c e nte r we re ve ry muc h p ro m ising .
Why MyLexics?
In Ma la ysia , it is e stima te d tha t 1 in e ve ry 20 stud e nts is d ysle xic whic h m e a ns tha t e a c h
c la ssro o m in e ve ry p rima ry sc ho o l ha s a t le a st 1 o r 2 p o te ntia l d ysle xic s (Kua la Lum p ur
Dysle xia Asso c ia tio n, 2006). This is sup p o rte d b y the fig ure s fro m the Ministry o f Ed uc a tio n
tha t the re a re a p p ro xim a te ly 315,000 p rim a ry sc ho o l c hild re n in Ma la ysia a re p o te ntia lly
d ysle xic s. The c o urse wa re is no t o nly b e ne fits d ysle xic c hild re n b ut a lso c hild re n with o the r
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typ e s o f le a rning d iffic ultie s suc h a s a utism a nd slo w le a rne r. Ta b le 1 sho ws the c o mp a riso n
b e twe e n MyLe xic s a nd o the r simila r p ro d uc ts in the ma rke t.
Tab le 1. Pro duc t C o m pariso n
MyLe xic s
O the r Pro duc ts o n the Ma rke t
The inte ra c tivity a nd no n-line a r te c hniq ue
a d o p te d in this c o urse wa re o ffe rs fle xib ility
fo r p a re nts a nd te a c he rs in mo nito ring the
c hild re n le a rning p ro g re ss.
The line a r-te c hniq ue wa s a d o p te d in mo st
c o urse wa re a nd no t suita b le a nd infle xib le fo r le a rning p ro g re ss.
The no n line a r struc ture o f the c o nte nts
a llo ws fle xib le na vig a tio n. Unlike ma ny
o the r simila r p ro d uc ts o n the m a rke t, this
inte ra c tive C D p ro mo te s se lf-le a rning
whic h is suita b le fo r ho me a nd sc ho o l.
Mo st C D p ro mo te s g uid e d -le a rning whic h
no t c o nve nie nt to p a re nts a nd te a c he rs
whe re the y ha ve to mo nito r the c hild re n
le a rning p ro g re ss.
He lp using a vid e o a p p ro a c h.
Limite d o f he lp in a C D.
MyLe xic s is suita b le fo r ma in stre a m
c hild re n a nd tho se ha ving le a rning
d iffic ultie s suc h a s d ysle xia , a utism , ADHD
a nd slo w le a rne r.
O nly suita b le fo r tho se no t ha ving le a rning
d iffic ultie s c hild re n.
MyLexics: Courseware Modules
MyLe xic s is the first c o urse wa re in Ma la ysia fo r d ysle xic c hild re n le a rning to re a d a nd w rite
in Ma la y la ng ua g e . The c o urse wa re inte g ra te s a ll multim e d ia e le me nts tha t sup p o rts
inte ra c tive a nd se lf-le a rning e nviro nme nt b o th a t sc ho o l a nd a t ho me . MyLe xic s c o mp rise s
o f Mo dul Pe mb e la ja ra n whic h c o nsists o f thre e sub -mo d ule s ( Ab ja d , Sukuka ta a nd
Pe rka ta a n) a re d e sc rib e d in the furthe r te xt.
The typ ic a l le a rning p ro c e ss is sup p o rte d b y the Mo dul Pe mb e la ja ra n: It b e g ins b y le a rning
the ind ivid ua l le tte rs o f the Ab ja d (Alp ha b e t), c o nsisting o f vo we ls a nd c o nso na nts. He re ,
the im p o rta nt c o nne c tio n b e twe e n the so und a nd the le tte r is ma d e . Ne xt, the c hild re n
le a rn to c o m b ine the a lp ha b e ts to c o nstruc t two typ e s o f Sukuka ta (Sylla b le s). Fina lly,
sylla b le s a re use d to c o nstruc t Pe rka ta a n (Wo rd ).
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Fig ure 1: My Le xic s Main Me nu
Abjad (Alphabet) Module
This m o d ule will g ive the use rs the fo und a tio n o f re c o g nizing a nd writing le tte rs o f the
a lp ha b e t. First, the y will b e intro d uc e d to a le tte r a nd the sha p e o f the le tte r. The n the y will
le a rn to re c o g nize a ll the le tte rs b y its c a te g o rie s: Vo we ls a nd c o nso na nts. Am o ng vo we l
le tte rs, d ysle xic s a lwa ys g e t c o nfuse d with vo we l ‘ e ’ a nd ‘ i’ . This is d ue to the simila r so und s
o f the le tte r (Mo hd Yuso h e t. a l, 2008). Thus, the le tte rs a re d isp la ye d in se p a ra te d p a g e s.
Fig ure 3 sho ws a sa m p le sc re e n fo r writing a vo we l.
The use rs c a n c lic k o n the le tte rs o n rig ht ha nd sid e to sta rt a 2D a nima tio n o f le tte r writing .
A vo ic e o ve r will p ro no unc e the le tte r a nd d a she s line s o f the le tte r will b e p ro vid e d o n
sc re e n a s g uid a nc e . Dysle xic s c a n p la c e the ir fing e rs o n the sc re e n a nd fo llo w the 2D
a nim a tio n to le a rn writing the le tte r. He re , the visua l a nd kine sthe tic e le me nts use d will
re info rc e e a c h o the r fo r o p tima l le a rning . This invo lve s a c re a tive , p a rtic ip a to ry a c t b y the
d ysle xic s.
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Fig ure 3: Intro duc ing and Writing a Vo we l
Dysle xic s a lwa ys re ly o n p ic ture s a nd c o nte xtua l c lue s to sa y a wo rd (Ea rnsha w a nd
Se a rg e a nt, 2005). This is d ue to the ir p o o r d e c o d ing skill e sp e c ia lly o f symb o ls like le tte rs. To
o ve rc o me this p ro b le m , MyLe xic s a sso c ia te d le tte rs with im a g e s a nd a ud io . He re , d ysle xic s
will a sso c ia te the sha p e o f the ima g e with the le tte r itse lf. This is a n e xa mp le o f d ua l c o d ing
the o ry c o nc e p t. The d ysle xic s a re g ive n c ue s b y im a g e s a nd a ud io to he lp the m re c o g nize
le tte r tha t the y d o no t imme d ia te ly re c o g nize . Fig ure 4 sho ws a sa mp le sc re e n o f
re c o g nizing a le tte r in C o nso na nt Mo d ule .
Fig ure 4. Re c o g nizing a C o nso nant
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Sukukata (Syllables) Module
In Ab ja d Mo d ule , d ysle xic s le a rn the ind ivid ua l vo we l a nd c o nso na nt a nd its so und . In this
mo d ule , the y will le a rn the c o mb ina tio n o f a vo we l a nd a c o nso na nt to fo rm a sylla b le . As
MyLe xic s is ta rg e te d to p re sc ho o le rs, o nly two -le tte r sylla b le s a re c o ve re d . The me tho d
use d is q uite stra ig htfo rwa rd . In MyLe xic s, d ysle xic s will le a rn sylla b le s using Simulta ne o us
O ra l Sp e lling (SO S) te c hniq ue . This te c hniq ue stre sse s fo ur ma in c o mp o ne nts o f le a rning ,
whic h a re 1) He a r it, 2) Sa y it, 3) Se e it, 4) Write it. He re , the SO S use s multi-se nso ry a p p ro a c h
whe re le a rne rs use the ir visio n a nd he a ring to le a rn the sylla b le s. In a d d itio n, in o rd e r to
c a p ture a nd susta in d ysle xic s’ a tte ntio n a nd inte re st, simp le a nima tio ns a re p ro vid e d with
inte re sting illustra tio n o f the le tte r c o mb ina tio n p ro c e ss. Fig ure 5 b e lo w sho ws sa m p le
sc re e ns fo r Sukuka ta Mo d ule .
Fig ure 5. ‘Sukukata’ Mo dule
The le a rne r c a n c lic k o n the sylla b le , he a r the so und o f sylla b le , a nd wa tc h a 2D a nima tio n
o f c o m b ina tio n o f the le tte rs to m a ke the sylla b le . Like in Ab ja d mo d ule , vo we l ‘ i' a nd ‘ e ’
a re d isp la ye d in se p a ra te sc re e n.
Perkataan (Words) Module
This mo d ule will te a c h the d ysle xic s ho w to re a d simp le wo rd s. As o f this sta g e , we e xp e c t
tha t the le a rne r ha s a c q uire d the skills o f re c o g nizing le tte rs a nd b a sic sylla b le s. The
te a c hing a p p ro a c h in this m o d ule is b y using fa m ily g ro up o f wo rd s (e .g . suka , b uka , c uka ,
luka ). Fa mily g ro up o f wo rd s a re wo rd s tha t ha ve sylla b le s tha t so und ve ry simila r. The a im is
tha t the d ysle xic s will b e a b le to re c o g nize the p a tte rn o f fa mily wo rd insta ntly. Like o the r
mo d ule s, Pe rka ta a n mo d ule a lso use s im a g e s, te xt a nd a ud io . First, a se t o f wo rd s a nd a
p ic ture a sso c ia te d with the wo rd is b e d isp la ye d . He re , the d ysle xic s will first fig ure o ut the
sto ry c o nte nt fro m the p ic ture s. This is a n e xa mp le o f e xp lo ra to ry d rive n b a se d le a rning
(Mo hd Yuso h e t. a l, 2008). The le a rne r will ma ke the tra nsitio n to le a rn the sylla b le s tha t
ma ke up the wo rd . Ea c h wo rd c o nta ins two sylla b le s re p re se nte d in two sta nd a rd c o lo rs
use d in the Dysle xia Asso c ia tio n Kua la Lum p ur, Ma la ysia . O nc e the le a rne r und e rsta nd s the
ma te ria l, wo rd s b e c o me mo re me a ning ful. This is a n e xa mp le o f inq uiry b a se d le a rning
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whic h will he lp the d ysle xic s to re ta in m o re info rm a tio n. Ne xt, the syste m will hig hlig ht the
ne xt p ic ture with a n a nima tio n o f le tte r tra nsitio n in the first wo rd . Vo ic e -o ve r is p ro vid e d to
e xp la in the tra nsitio n. Fig ure 6 sho ws the w o rd se t. The le a rne rs c a n c o ntinue with the ne xt
fa m ily wo rd b y c lic king a t the a rro w b utto n.
Fig ure 6. Pe rkataan Mo dule
Comparison with other products
The re a re se ve ra l p ro d uc ts o n the Ma la ysia n ma rke t to te a c h re a d ing suc h a s Siri C e p a t
Me mb a c a Ba c a la h Ana kku a nd Re a d Ea sy (http :/ / re a d ne two rk.c o m ). Ba c a la h Ana kku is a
p a c ka g e o f b a sic le a rning o f Ma la y la ng ua g e fo r c hild re n, c o nsisting o f 8 b o o ks, 1 b o o kle t,
1 VC D a nd 12 sc a n c a rd s. The c o mp a riso n b e twe e n MyLe xic s a nd Ba c a la h Ana kku a re
sho wn in the Ta b le 1.
Recognition of the initiative
•
•
•
Silve r Me d a l, E-le a rning fo r Disa b ility: An Assistive Multim e d ia C o urse wa re fo r Dysle xic s,
UTe M Exhib itio n 2008 (In c o njunc tio n with Ma la c c a Ed uc a tio n C a rniva l), Inno va tio n
C a te g o ry, Me la ka Inte rna tio na l Tra d e C e ntre , 27-30 Ma rc h 2008.
G o ld Me d a l, MyLe xic s: An Assistive Multim e d ia C o urse w a re fo r Te a c hing a nd
Re info rc ing Ba sic Skills in Re a d ing Ma la y La ng ua g e a m o ng Dysle xic s, The 18th
Inte rna tio na l Inve ntio n, Inno va tio n a nd Te c hno lo g y Exhib itio n (ITEX07), Kua la Lump ur
C o nve ntio n C e ntre , 18-20 Ma y 2007.
Silve r Me d a l, E-le a rning fo r Disa b ility: An Assistive Multim e d ia C o urse wa re fo r Dysle xic s,
Te a c hing Me tho d s a nd Ma te ria ls C a te g o ry, The 35th Inte rna tio na l Exhib itio n o f
Inve ntio ns, Ne w Te c hniq ue s a nd Pro d uc ts o f G e ne va , 18- 22 Ap ril 2007.
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SIG AC C ESS NEWSLETTER, ISSUE 95, SEP 2009
Acknowledgement
This wo rk is fund e d b y UTe M und e r the Sho rt Re se a rc h G ra nt Sc he m e b y C e ntre fo r
Re se a rc h a nd Inno va tio n Ma na g e me nt (C RIM), UTe M.
References
1.
Pa ivio , A. & Be g g , I. (1981). The Psyc ho lo g y o f La ng ua g e . Ne w Yo rk: Pre ntic e -Ha ll.
2.
Wo o d , D., Brune r, J., & Ro ss, G . (1976). The ro le o f tuto ring in p ro b le m so lving . Jo urna l o f c hild
p syc ho lo g y a nd p syc hia try , 17, 89-100.
3.
Mo hd Yuso h, Z.I., De va ra ju, A., Za ka ria , M.H. & Te c ha na murthy, U. (2008). An Ove rvie w o f
Le a rning C o nte nts in MyLe xic s - An Assistive Multime dia C o urse wa re fo r Dysle xic s. In: Pro c .
The 13th Inte rna tio na l C o nfe re nc e in Ed uc a tio n, Brune i Da rul Sa la m
4.
Ea rnsha w, T. & Se a rg e a nt, A. (2005). De a ling with dysle xia a nd o the r re a ding diffic ultie s. Pre ntic e
Ha ll
5.
Re a d Ne two rk, http :/ / re a d ne two rk.c o m
About the Authors
This a rtic le wa s wro te b y Muha mma d Ha ziq Lim Ab d ulla h, Sya riffa no r Hisha m , Sha hril
Pa rum o . In a d d itio n to the a utho rs o f this a rtic le , o the r re se a rc he rs who we re invo lve d in
this p ro je c t a re Wa n Sa zli Na sa rud d in Sa ifud d in, Mo hd Ha fiz Za ka ria , Anusuriya De va ra ju
a nd Ze ra tul Izza h Mo hd Yuso h.
Muha m m a d Ha ziq Lim Ab dulla h is a le c ture r a nd re se a rc he r a t the
Fa c ulty o f Info rma tio n a nd C o mmunic a tio n Te c hno lo g y a t Unive rsiti
Te knika l Ma la ysia Me la ka (UTe M). He ha s a Ma ste r o f Multim e d ia fro m
Swinb urne Unive rsity o f Te c hno lo g y, Austra lia a nd Ba c he lo r o f Info rma tio n
Te c hno lo g y (Ho no urs) (Multime d ia Stud ie s) fro m Unive rsiti Ke b a ng sa a n
Ma la ysia . His re se a rc h inte re st a re in the a re a o f a ssistive te c hno lo g y
a nd a rtific ia l inte llig e nc e .
Sya riffa no r Hisha m is a
le c ture r a nd re se a rc he r a t the Fa c ulty o f
Info rma tio n a nd C o mmunic a tio n Te c hno lo g y a t Unive rsiti Te knika l
Ma la ysia Me la ka , Ma la ysia . She ha s a Ba c he lo r De g re e in Info rm a tio n
Te c hno lo g y (Unive rsiti Uta ra Ma la ysia ) a nd a n MSc in Multim e d ia
Te c hno lo g y fro m the Unive rsity o f Ma nc he ste r. He r PhD the sis a t the
Unive rsity o f Yo rk, UK is a b o ut Lo c a lising Use r-inte rfa c e d e sig n fo r e ld e rly
use rs inMa la ysia . He r re se a rc h inte re sts a re ma inly in the a re a o f Huma nC o mp ute r Inte ra c tio n inc lud ing a ssistive te c hno lo g y, c ulture a nd p e o p le
with sp e c ia l ne e d s.
Sha hril Pa rum o is a le c ture r a nd re se a rc he r a t the Fa c ulty o f Info rm a tio n
a nd C o m m unic a tio n Te c hno lo g y a t Unive rsiti Te knika l Ma la ysia Me la ka ,
Ma la ysia . He ha s a Ba c he lo r De g re e in C o mp ute r Sc ie nc e (Unive rsiti
Te kno lo g i Ma la ysia ) a nd a MSc in C o mp ute r Sc ie nc e fro m the Unive rsiti
Putra Ma la ysia . His re se a rc h inte re sts fo c using to wa rd s a p p lic a tio ns o f
info rma tio n te c hno lo g y in he a lth a nd huma n d e ve lo p m e nt.
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