Developing Reading Skills in Children with Down Syndrome through Tangible Interfaces

This paper describes the results of an experimental study implementing a teaching technological strategy to help Down syndrome children develop their reading skills. The study employed the pedagogical method proposed in “Down syndrome: reading and writing ” (DSRW) book, augmented with tangible interfaces, showing favorable results when tested on kids with this syndrome. This study was developed in three stages: First, a direct observation was conducted to help us understand the context of applying the DSRW methodology in sessions with Down children without any technological strategy involved. Using the results of the observations, a multi-touch interactive concept design was created which integrates tangible elements and software applications maintaining a pedagogical precision. The second stage included the evaluation of the first prototype of the design, created to test the reaction of a child with Down syndrome when a child is exposed to the tangible technology. Finally, the third stage consisted in the evaluation of a second, and more elaborated prototype that is more similar to the conceptual design