Developed by Tereza Pařilová and her team from Czech Republic
DYS-TE-XIA
Assistive technology for people with dyslexia

Dyslexia

Depending on the language examined and the statistical methods used, it is stated that up to 20% of people suffer from dyslexia and other reading disabilities worldwide, not all people are even diagnosed. Reading reflects the complex integration of several cognitive processes. Therefore, dyslexia is also categorised as a cognitive disorder. Dyslexia, together with other dys- diagnoses, is being marked as a specific learning disorder, because it can manifest itself in different stages of life without the condition of “learning” being necessarily present.

Dyslexia as a topic is discussed very often; it gradually gained awareness of both general and scientific public. That is because it concerns high percentage of child population. With development of literacy worldwide, it is only logical that the reading issue has emerged more to the surface. Thus, we cannot say that dyslexia was virtually non-existent before, or that its manifestation was less frequent. With no relevant technologies, approaches, and therefore insufficient knowledge, it was not possible to detect dyslexia sufficiently enough.

Dyslexia is known as a specific learning or cognitive disorder. General symptoms causing main probléems in reading are especially graphical letter similarity and/or sound. Some dyslexic users benefit abundantly from using screen readers, as well as passive aids, such as coloured filters. Games that can reveal dyslexia in children before starting school are also available, although just for a limited number of languages. However, none of these solutions represents aitable approach to dyslexia itself. Dyslexia is known for its complexity and the dependence on a particular type of a language, which leads to the problem of individuality and subsequently to the problem of finding a suitable and satisfactory solution for as many individuals with dyslexia as possible.

Individuals with dyslexia are also very often at a disadvantage to others in the community, as well as to society as a unit. Accessibility to information, including simply entertainment web sites or general offline texts (e.g. study materials), is a key factor for ensuring equal rights and can facilitate the breakdown of social barriers. In children, illiteracy can result in a de-grading position within the collective. The written word is a condition for the child’s development of cognitive abilities, as well as his further development in general.