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To enhance cognitive skills and executive functions. The qualification aims to enhance reading and writing skills Compensation , to compensate for difficulties or shortcomings, allowing everyone to perform the same tasks; compensation instead concerns the possibility of limiting the damage due to the deficit Understanding the specific difficulties of dyslexia and how they can influence learning performance is of fundamental importance for the teacher in order to adopt adequate methods and strategies. Speaking of compensatory technologies, computer-based learning models have been introduced in recent years to complement the traditional teaching model that commonly uses pen, paper or other materials. By choosing the tool most similar to the characteristics and qualities of the child, it is possible.
Through technological devices to stimulate the different modalities: Auditory : recordings, activities that increase wedding photo editing service the pace, pitch and volume of the voice Visual : images, diagrams, mental and conceptual maps, videos Kinesthetic : touching, moving, doing practical activities such as drawing, building maps, manipulating objects The computer-based learning model uses software programs to facilitate the learning process. This was interesting, intuitive, attractive and supportive . However, several key challenges have been identified from existing models. The first challenge is to address different cognitive difficulties or multiple combinations of different cognitive problems.
The second challenge is the existing learning models that are closely related to the behavioral recognition of dyslexia and that mostly do not emphasize students' emotions. Therefore, it is important to provide an adaptive learning environment that accommodates both the emotional and performance difficulties of the student with dyslexia . Return to index The proposal for a new tool Given that in general self-esteem and self-awareness influence one's interactions in everyday life, in the family, school, work environment and therefore in social life in general, having a clear link between learning and emotions , below we will examine the aspects necessary to be able create a support tool that takes into account the affective state of the subject with dyslexia in order to improve interaction in a learning context.
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