Redesigning Maltese Language Workbooks: Bridging the Gap for Learners with Dyslexia
DOI:
https://doi.org/10.62695/QTHP8845Keywords:
Inclusive graphic design for education, workbook design, accessible graphic design guidelines, dyslexiaAbstract
This study explores how graphic design principles can assist students with dyslexia in using Maltese language workbooks and educational materials. The research was conducted in two stages: first, adapting Maltese school textbooks to be dyslexia-friendly, and second, involving 20 students with dyslexia (aged 7–11, grades 3–6) to compare standard and adapted versions of these textbooks. The adapted textbooks followed British Dyslexia Guidelines and other accessible design principles. The research adopted an emancipatory approach, aligning with the Emancipatory Disability Paradigm and the Emancipatory Action Research model. Key findings highlighted the challenges faced by students, including spelling, reading difficulties, and time constraints. Participants highlighted the value of design improvements like larger fonts, better paragraph separation, and increased use of imagery. Additionally, inclusive strategies such as assistive technology, typing practice, and vocabulary pre-teaching were found to enhance accessibility. The study recommends creating scaffolded, adapted workbooks for online and print formats through stakeholder collaboration.
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