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CHAPTER 1

INTRODUCTION

1.1 Overview

Dyslexia is associated with difficulties in reading, spelling, and expressing thoughts on paper (Greene, 2006).
Children with dyslexia are physically and mentally normal but face unusual challenges in these areas. The
term "dyslexia" originates from the Greek words “dys” (poor or inadequate) and “lexis” (words or language)
(British Dyslexia Association, 2008). Dyslexia also affects memory, concentration, mathematics, music, and
self-organization (Hornsby, 1995). Research suggests that dyslexia is not a disease but a learning difference
(Vicari et al., 2005; Shay Witz, 2003; Berninger et al., 2008). Sariah Amirin, President of the Dyslexia
Association of Malaysia, supports this view, stating that dyslexia occurs in children with normal vision and is
unrelated to hearing, sight, or brain damage. Instead, it is caused by a lack of brain function that translates
images into meaningful information (The Berita Harian Press, 2009).

Dyslexia is classified as a neurodevelopmental disorder that affects word recognition, spelling, and decoding.
It is a common learning disability, impacting 5–10% of the global population. Dyslexia exists across cultures
and social backgrounds, often running in families. Although there is no "cure," various practical strategies can
help individuals manage its effects. Early identification is crucial to prevent negative consequences such as
low self-esteem, frustration, and a reduced quality of life. Diagnosing dyslexia typically involves clinical,
educational, and behavioural assessments, including standardized tests of reading fluency, phonological
awareness, and rapid automatized naming.

1.2 Motivation

Dyslexic individuals (DIs) often struggle in academic settings due to their reading and writing challenges.
This makes it essential to explore effective interventions to support their learning process. Research has
increasingly focused on the benefits of multimedia educational courseware in addressing various educational
challenges. Multimedia applications are widely used in education and have the potential to serve as valuable
secondary learning tools. By integrating multimedia, students’ interest and motivation can be enhanced,
potentially improving their overall learning performance.

The primary objective of this research is to study the problems faced by dyslexic children and evaluate the
effectiveness of multimedia applications as an alternative solution. Given the prevalence of dyslexia,
estimated at 1 in 10 people, it is important to develop practical tools that cater to their learning needs. By
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leveraging multimedia-based educational interventions, dyslexic students can receive enhanced learning
support, reducing academic difficulties and improving their overall educational experience.

CHAPTER 2

LITREATURE SURVEY
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Yazeed Alkhurayyif , Abdul Rahaman Wahab Sait , "A Review of Artificial Intelligence-Based Dyslexia
Detection Technique"Diagnostics 2024, 14(21),2362. https://doi.org/10.3390/diagnostics14212362, Published:
23 October 2024 . The review findings revealed various DRTs for identifying critical dyslexia patterns from
multiple modalities. A significant number of studies employed principal component analysis (PCA) for
feature extraction and selection. The authors presented the essential features associated with DD. In addition,
they outlined the challenges and limitations of existing DRTs. Impact: The authors emphasized the need for
the development of novel DRTs and their seamless integration with advanced DL techniques for robust and
interpretable DD models.[1]

Alqahtani, N.D.; Alzahrani, B.; Ramzan, M.S. "Deep learning applications for dyslexia pre-diction". Appl.
Sci. 2023, 13, 2804. https://doi.org/10.3390/app13052804 Published: 22 February 2023 . This review paper
analysed the prediction performance of deep learning models for dyslexia and summarizes the challenges
researchers face when they use deep learning models for classification and diagnosis. Using the PRISMA
protocol, 19 articles were reviewed and analysed, with a focus on data acquisition, preprocessing, feature
extraction, and the prediction model performance. The purpose of this review was to aid researchers in
building a predictive model for dyslexia based on available dyslexia-related datasets. The paper demonstrated
some challenges that researchers encounter in this field and must overcome.[2]

Velmurugan S ."Predicting Dyslexia with Machine Learning: A Comprehensive Review of Feature Selection,
Algorithms, and Evaluation Metrics ". This literature review explores the use of machine learning-based approaches for
the diagnosis and treatment of dyslexia, a learning disorder that a ffects reading and spelling skills. Various machine
learning models, such as artificial neural networks (ANNs), support vector machines (SVMs), and decision trees, have
been used to classify individuals as either dyslexic or non-dyslexic based on functional magnetic resonance imaging
(fMRI) and electroencephalography (EEG) data. These models have shown promising results for early detection and
personal-ized treatment plans. However, further research is needed to validate these approaches and identify optimal
features and models for dyslexia diagnosis and treatment.[3]

S Santhiya and C S KanimozhiSelvi " A study on dyslexia detection using machine learning techniques for checklist,
questionnaire and online game based datasets ".The proposed article presents methodologies and techniques used for
detecting dyslexia. The primary contribution of this paper is a comparative analysis of various machine learning
algorithms for diagnosing dyslexia, including. . The proposed study examines recent advances in detecting dyslexia
using machine learning and deep learning approaches and identifies prospective research areas for the future.[4]

CHAPTER 3

PROBLEM STATEMENT

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Dyslexia is a learning difficulty that affects a child's ability to read, write, and process language, often

remaining undiagnosed due to a lack of accessible assessment tools. This project aims to develop an AI-driven

system for detecting and assessing dyslexia in specify age group , providing targeted learning support through

gamification and multisensory techniques, including visual, auditory, and physical interactions. The system

will dynamically adapt to each child's progress, offering a personalized learning experience that helps them

overcome reading and cognitive challenges. Additionally, we will build a functional prototype that integrates

these features, ensuring practical application and accessibility. By empowering educators, parents, and

dyslexic children with a scientifically backed and interactive solution, this project aspires to enhance early

detection, foster confidence, and support long-term learning success.

CHAPTER 4

OBJECTIVES

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 Developing an AI-based system capable of detecting and assessing dyslexia in specify age group by
analyzing cognitive, linguistic, and behavioral data. This will include speech patterns, reading
difficulties, writing inconsistencies, and other indicators commonly associated with dyslexia.
 Providing customized educational content, exercises, and adaptive interventions tailored to the
diagnosed severity of dyslexia in each child. The system will adjust its approach based on real-time
assessment results, ensuring an individualized learning path.
 Integrating gamification techniques, such as reward-based learning, interactive challenges, and
engaging activities, to motivate children and enhance their learning experience. By making the
learning process enjoyable, the system aims to improve participation and retention.
 Implementing continuous monitoring of a child’s learning progress through AI-driven analysis,
dynamically adjusting the difficulty level and type of educational activities. This ensures that children
receive appropriate challenges while avoiding frustration or disengagement.
 Design and implementing a working prototype that demonstrates the AI-driven dyslexia assessment
and learning support system. This prototype will serve as a proof of concept, allowing for real-world
testing and validation by educators, parents, and specialists.
 Developing an affordable, easy-to-use tool that can be deployed in schools, homes, and learning
centers. The system will be designed for intuitive use by parents, teachers, and educational
professionals, ensuring widespread accessibility and practical application.

CHAPTER 5

METHODOLOGY

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The project aims to develop an AI-driven system for detecting and assessing dyslexia in children within a
specified age group. It focuses on providing an accessible diagnostic tool and a personalized learning aid. The
system analyzes cognitive, linguistic, and behavioral data to ensure early identification and intervention. A
prototype will be built to integrate these capabilities into an interactive platform for educators and parents.

5.1 Dataset Collection and Preparation

Data collection is a critical component of the project, incorporating both public datasets, such as those from
Kaggle, and custom data gathered through collaborations with educational institutions. The collected data
includes text samples, audio recordings, and behavioral metrics like eye movement and cursor tracking.
Preprocessing techniques such as noise reduction, text normalization, and structured formatting are applied to
enhance data quality.

5.2 Model Design for Dyslexia Detection

The dyslexia detection model is designed to process multimodal data inputs using machine learning
techniques. Text data is analyzed through Natural Language Processing (NLP) models like BERT, while
speech patterns are evaluated using Convolutional Neural Networks (CNNs) and Recurrent Neural Networks
(RNNs). Behavioral data is processed using attention-based networks to detect significant patterns. The
trained model classifies children as dyslexic or non-dyslexic based on identified linguistic and phonological
markers.

5.3 Personalized Learning Aid Development

An interactive educational platform is developed to integrate the detection system with a personalized learning
aid. The system continuously adapts learning activities based on the child's progress, ensuring effective
engagement through gamification features such as points, rewards, and progressively challenging tasks. The
platform provides real-time feedback and detailed progress tracking, offering educators and parents insights
into the child's development.

5.4 System Architecture and Implementation

The implementation involves a structured pipeline comprising data collection, preprocessing, model training,
and integration into a user-friendly interface. Technologies such as TensorFlow, Keras, and NLP tools are used
for model development, while React and Node.js power the web-based learning platform. Speech recognition
APIs and AI-driven analytics further enhance the system's capabilities.

5.5 Continuous Improvement

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Continuous improvement is ensured through performance monitoring, with dashboards displaying progress
trends and behavioral insights. Adaptive learning paths help refine interventions, keeping the experience
engaging and effective. This AI-powered approach bridges the gap between dyslexia diagnosis and tailored
educational support, fostering confidence and long-term learning success for affected children.

DATA COLLECTION AND PREPERATION

MODEL DESIGN FOR DYSLEXIA DETECTION

PERSONALIZED LEARNING AID DEVELOPMENT

SYSTEM ARCHITECTURE AND IMPLEMENTATION

CONTINUOS IMPROVEMENT

Fig No : 1 : Block Diagram

CHAPTER 6

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RESULTS AND DISCUSSIONS

Our dyslexia detection system is currently in the early stages of development, with approximately 25% of the

project implemented. So far, we have successfully designed and developed the landing page and an initial

webpage for dyslexia assessment. These components serve as the foundation for the full system, aiming to

provide an accessible platform for early dyslexia screening. The landing page introduces the purpose of the

system, while the assessment webpage includes interactive elements that will later be integrated with AI-based

evaluation techniques.

Fig No : 2 : Screenshot : Neuronurture Landing page window

Since the model is not yet fully implemented, we have not conducted a full performance evaluation of

dyslexia detection. However, our focus remains on refining the user experience and ensuring that the platform

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is intuitive for educators, parents, and children. Future phases will involve developing the machine learning

model, incorporating speech and text analysis, and integrating personalized learning aids. As development

progresses, we aim to rigorously evaluate the system’s accuracy, precision, and effectiveness in supporting

dyslexic learners.

Fig No : 3 : Screenshot : Reading Assessment window

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REFERENCES

 Predicting Dyslexia with Machine Learning: A Comprehensive Review of Feature Selection,

Algorithms, and Evaluation Metrics" by Velmurugan S.
 "A Systematic Review of Research Dimensions Towards Dyslexia Screening Using Machine
Learning" by Tabassum Gull Jan and Sajad Mohammad Khan.
 "Early Detection of Dyslexia, Dyscalculia, Dyspraxia, Dysgraphia Using Machine Learning" by Aditi
Chakraborty et al.
 "A Study on Dyslexia Detection Using Machine Learning Techniques for Checklist, Questionnaire,
and Online Game-Based Datasets" by S. Santhiya and C.S. KanimozhiSelvi.
 Yuzaidey, N.A.M.; Din, N.C.; Ahmad, M.; Ibrahim, N.; Razak, R.A.; Harun, D. Interventions for
children with dyslexia: A review on current intervention methods. Med. J. Malays. 2018, 73, 311–320.
 Kaisar, S. Developmental dyslexia detection using machine learning techniques: A survey. ICT
Express 2020, 6, 181–184.
 Alqahtani, N.D.; Alzahrani, B.; Ramzan, M.S. Deep learning applications for dyslexia pre-diction.
Appl. Sci. 2023, 13, 2804.
 Usman, O.L.; Muniyandi, R.C.; Omar, K.; Mohamad, M. Advance Machine Learning Methods for
Dyslexia Biomarker Detection: A Review of Implementation Details and Challenges. IEEE Access
2021, 9, 36879–36897.
 Poornappriya, T.S.; Gopinath, R. Application of machine learning techniques for improving learning
disabilities. Int. J. Electr. Eng. Technol. 2020, 11, 392–402.
 Liyakathunisa; Alhawas, N.; Alsaeedi, A. Early prediction of dyslexia risk factors in kids through
machine learning techniques. In Kids Cybersecurity Using Computational Intelligence Techniques;
Kacprzyk, J., Ed.; Springer: Cham, Switzerland, 2023; pp. 225–242 .

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