Dyslexia: Programs, App Design, and Legal Considerations

Understanding Dyslexia as a Specific Learning Disability

Dyslexia is widely known as a reading disability. It is a learning disability that hinders reading and other language-based processing skills (Muktamath et al., 2021). Dyslexia accounts for around 80 percent of all learning disabilities and is therefore considered the most common. It can impair reading comprehension, recall, spelling, decoding, and reading fluency; in some cases, speech difficulties exist alongside other linked disorders (Shaywitz & Shaywitz, 2020). In some instances, dyslexia is referred to as a language-based learning disability. Severity, however, varies from one individual to another.

The word dyslexia originates from Greek and means "impaired." As a specific learning disability, dyslexia originates neurobiologically and is characterized by poor spelling, inaccurate word recognition, and poor decoding abilities (Muktamath et al., 2021). These challenges are typically triggered by a deficit in the phonological component of language.

According to research findings, reading impairments are believed to stem from challenges in phonological processing — that is, the processing of speech and sounds (Muktamath et al., 2021). People with reading challenges struggle to blend sounds or decode words into distinct phonemes in order to read correctly and fluently (Shaywitz & Shaywitz, 2020). These decoding difficulties usually result in impaired reading comprehension.

When individuals with dyslexia read, magnetic resonance imaging reveals a distinct profile of brain activation, pointing to the genetic and neurological etiology of the condition (Muktamath et al., 2021). Three systems activate the left side of the brain: written words are analyzed by a left parietotemporal system, automatic word recognition is performed by a left occipitotemporal system, and phoneme production — articulating words aloud or silently — is governed by an anterior system in the left inferior frontal region (Shaywitz & Shaywitz, 2020). In contrast, children with dyslexia show heightened activity in right temporal and temporoparietal regions along with activation in the left inferior frontal gyrus, and decreased activation in both posterior systems (the left occipitotemporal and temporoparietal regions).

As a consequence, people with dyslexia tend to read unfamiliar words by relying on right-sided posterior brain regions through memorization rather than through sound-symbol links (Muktamath et al., 2021).

Research also indicates that reading disability is highly heritable and familial. Approximately 50 percent of children with a reading disability (RD) have dyslexia, and around 50 percent of siblings of a child with RD also have dyslexia. Studies estimate that 69 to 87 percent of RD prevalence is attributable to genetic factors, while 13 to 30 percent is associated with environmental factors (Muktamath et al., 2021).

Current Programs Supporting Learners with Dyslexia

Dyslexia does not result from a lack of desire to learn or a lack of intelligence. Given appropriate teaching methods, learners with dyslexia can succeed academically (Bohl & Hoult, 2016). The most common challenge is found in public schools, where many teachers may not be trained to identify or instruct students with dyslexia.

One current program used to support dyslexic learners is training in mind mapping. Mind mapping is a visual note-taking technique (Dawson et al., 2019) that assists students in sketching ideas, planning longer written assignments, and breaking down complex concepts. It can also reduce the number of words learners must write and read in order to access and record information.

Another program widely used to support learners with dyslexia is the Orton-Gillingham approach (Bohl & Hoult, 2016). This is a structured training method that uses a multisensory model developed specifically for individuals with dyslexia. The Orton-Gillingham program is typically delivered in a small-group or individual therapy setting (Dawson et al., 2019) and teaches writing, spelling, and reading through visual, tactile, and auditory methods. Several other reading and writing programs draw on the Orton-Gillingham framework.

A program may focus on one or several skills underlying phonemic awareness, writing, comprehension, spelling, vocabulary, or oral language (Bohl & Hoult, 2016). Practitioners must determine which program best fits each individual case. When researching a structured literacy program such as the Orton-Gillingham approach in order to locate certified therapists, tutors, or training courses, one should seek accredited programs (Dawson et al., 2019). Accreditation and certification credentials help ensure access to adequate and reliable instruction.

A further program, known as All About Learning Press, encompasses two major categories. The first is All About Reading, which teaches fluency, comprehension, phonics, and decoding in an engaging manner (Bohl & Hoult, 2016). The second focuses on spelling, training students in spelling rules, multisensory strategies, and encoding skills to help them become proficient spellers.

According to special education law, specific commercial programs are not mandated for learning disabilities or dyslexia. Instead, research-based methods are required, and an individualized education program must be reasonably calculated to provide meaningful educational benefit (Bohl & Hoult, 2016). Any program used to support a learner with dyslexia should therefore directly address the disorder's core challenges (Dawson et al., 2019). For instance, if a learner becomes frustrated and acts out because of significant difficulty with writing and reading, an appropriate program should build those skills (Bohl & Hoult, 2016). While behavior management is important, it should not be the central focus of a school-based program.

Current programs generally concentrate on two particularly difficult areas for individuals with dyslexia (Bohl & Hoult, 2016): developing phonemic awareness (awareness of speech sounds within words) and developing phonics (awareness of letter-sound correspondence).

Technological advances have also produced specialized computer tools and programs that help people listen, speak, spell, read, write, and organize information. Software programs such as Scan Marker, Talking Fingers, ClaroRead, and similar tools have successfully assisted individuals with dyslexia (Bohl & Hoult, 2016). Although these technologies cannot replace direct intervention, they can augment a therapy program, increase self-confidence in both classroom and home settings, and help accommodate individual challenges (Dawson et al., 2019).

Proposed Mobile Application: User Interface Design Criteria

According to the American Psychiatric Association, individuals with dyslexia experience challenges in understanding written words and sentences, which also hinders reading (Khan et al., 2018). From a neuropsychological perspective, these challenges arise from one or more dysfunctional brain systems involved in the learning process (Saputra & Risqi, 2015). Researchers have conducted experiments to determine the effect of font type on reading performance among learners with dyslexia (Khan et al., 2018). Findings indicate that the presentation of text is an essential factor affecting reading performance for individuals with dyslexia (Saputra & Risqi, 2015).

Color has also been shown to affect readability among dyslexic learners. Poor color contrast in text is one of the significant challenges these learners face when reading (Khan et al., 2018). Research recommends using a colored background rather than white, since white can appear glaring to some learners with dyslexia (Saputra & Risqi, 2015). Pastel colors such as cream and off-white have been found to make reading easier, though some individuals with dyslexia may prefer colors like blue or yellow.

Writing is another significant challenge for learners with dyslexia, and technology is increasingly used to support it (Saputra & Risqi, 2015). However, many existing tools have not been shown to improve spelling skills for dyslexic learners. Effective interfaces offer multiple writing methods, such as selecting a word or letter from a list or typing from a keyboard (Khan et al., 2018), thereby easing the writing process. Individuals with dyslexia must have access to proper intervention mechanisms to engage successfully in daily academic activities.

As information and communication technologies advance rapidly, they can be utilized as mechanisms to promote learning among individuals with dyslexia. The growing availability of mobile applications with diverse functions accessible anywhere makes smartphones a powerful tool for facilitating and motivating dyslexic learners (Saputra & Risqi, 2015). Applications designed specifically for individuals with dyslexia can stimulate interest and help learners progress and participate in school (Saputra & Risqi, 2015). There is therefore a clear need for applications that incorporate a suitable writing method, color scheme, and font size to ease learning for people with dyslexia (Khan et al., 2018). A mobile application with multiple user interface options is proposed as a practical solution.

Mobile applications can enhance personalized learning and teaching environments, improving auditory ability, visual perception, reasoning, time orientation, language, and memory (Khan et al., 2018). Literature confirms that computer-based and other assistive technologies substantially benefit learners with dyslexia (Saputra & Risqi, 2015). One notable example is Graphogame, a reading-support game developed in Finland by the University of Jyväskylä in collaboration with the Niilo Mäki Institute (Khan et al., 2018). The application uses an algorithm to analyze learner performance and continuously updates content so that the difficulty level matches each child's potential.

Another mobile game, Dyseggxia, was developed to enhance spelling skills among learners with dyslexia (Saputra & Risqi, 2015). In a separate study, Dickinson conducted a pilot study using a visual environment configured with SeeWord software to examine reading comfort and accuracy, though that study focused on the software itself rather than on colors and font types suited to dyslexic learners (Khan et al., 2018; Saputra & Risqi, 2015). A further technology, Easylexia, is an English-language application running on Windows, developed at the University of the Aegean in Greece. Such technologies collectively support learners with learning difficulties (Khan et al., 2018), and mobile applications tailored to dyslexic learners can minimize confusion, stress, and frustration while making the learning process more accessible.

Font type is a critical element that substantially affects reading activity for learners with dyslexia (Khan et al., 2018). Several guidelines have been proposed to facilitate reading for these individuals. One study used eye-tracking methodology to investigate the impact of font type on reading speed among dyslexic learners (Saputra & Risqi, 2015). Findings indicated that fonts well-suited to dyslexic learners include Arial, Computer Modern Unicode, Verdana, Helvetica, and Courier (Khan et al., 2018). Roman, monospace, and sans-serif font types were found to increase reading performance (Saputra & Risqi, 2015). Guidelines addressing the visual stress experienced by individuals with dyslexia suggest using plain, evenly spaced sans-serif fonts such as Comic Sans or Arial (Khan et al., 2018). Font size is recommended to be 12–14 points, though some dyslexic readers may require larger text.