Open Menu
Redesigning Maltese Language Workbooks: Bridging the Gap for Learners with Dyslexia
Authors
Marie Claire Cremona
Malta Leadership Institute
https://orcid.org/0009-0007-4733-0516
Loredana Muscat
Institute for Education
https://orcid.org/0000-0002-9302-7186
DOI:
https://doi.org/10.62695/QTHP8845
Keywords:
Inclusive graphic design for education, workbook design, accessible graphic design guidelines, dyslexia
Abstract
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.
Author Biographies
Marie Claire Cremona, Malta Leadership Institute
Marie Claire Cremona is a Learning Support Educator (LSE) and a Graphic Designer. She holds a Master of Education in Inclusive Education (Learning Difficulties) and a Bachelor of Arts Honours in Graphic Design and Interactive Media. Ms Marie Claire is dedicated to advancing educational practices and fostering innovation in Inclusive Graphic Design within Maltese educational material for students with Learning Difficulties.
Loredana Muscat, Institute for Education
Loredana Muscat is a Senior Lecturer at the Institute for Education, Malta. She received her Doctorate degree in Communication Therapy at the University of Malta and holds a Master’s degree in Education in Learning Difficulties and Disabilities from the University of Birmingham. Her research interests include diversity in education and inclusion practices concerning individuals with learning difficulties and disabilities.
References
Abowitz, D. A., & Toole, T. M. (2010). Mixed Method Research: Fundamental issues of design, validity, and reliability in construction research. Journal of the Construction Division and Management, 136(1), 108–116. https://doi.org/10.1061/(asce)co.1943-7862.0000026
Agenda Bookshop. (2023). Textbooks | Malta School Books | Online Bookshop | AgendaTextBooks.com. AgendaTextBooks.com. https://ps.agendatextbooks.com/en/textbooks/
Agius (Xuereb), R., & Zammit, C. (2021). A text structure analysis of fourth and sixth grade Maltese textbooks. Technology, Knowledge and Learning, 26(2), 407–428. https://www.um.edu.mt/library/oar/handle/123456789/87445
Agrawal, J., Barrio, B. L., Kressler, B., Hsiao, Y. J., & Shankland, R. K. (2019). International Policies, Identification, and Services for Students with Learning Disabilities: An Exploration across 10 Countries. Learning Disabilities: A Contemporary Journal, 17(1), 95–113. https://eric.ed.gov/?id=EJ1218057
Akhondi, M., Malayeri, F. A., & Samad, A. A. (2011). How to teach expository text structure to facilitate reading comprehension. The Reading Teacher, 64(5), 368–372. https://doi.org/10.1598/rt.64.5.9
Arfé, B., Mason, L., & Fajardo, I. (2018). Simplifying informational text structure for struggling readers. Reading and Writing, 31(9), 2191–2210. https://doi.org/10.1007/s11145-017-9785-6
Association of Registered Graphic Designers [RGD]. (2021). AccessAbility 2: A Practical Handbook on Accessible Graphic Design. RGD. https://www.rgd.ca/resources/accessibility/access
Bachmann, C. (2013). Può un font essere uno strumento compensativo per i lettori con dislessia? Dislessia, 10(2), 243–262. http://www.easyreading.it/wp-content/uploads/2017/01/ricerca_bachmann.pdf
Bachmann, C., & Mengheri, L. (2018). Dyslexia and fonts: Is a specific font useful? Brain Sciences, 8(5), 89. https://doi.org/10.3390/brainsci8050089
Barnard, M. (2013). Graphic Design as Communication. Routledge EBooks. https://doi.org/10.4324/9781315015385
Barnes, C., & Sheldon, A. (2007). ‘Emancipatory’ disability research and special educational needs. In L. Florian (Ed.), The SAGE Handbook of Special Education (pp. 234–246). SAGE Publications Ltd. https://doi.org/10.4135/9781848607989.n18
Bartolo, P. A., Janik, I., Janikova, V., Hofsass, T., Koinzer, P., Vilkiene, V., Calleja, C., Cefai, C., Chetcuti, D., Ale, P., Lous, A. M., Wetso, G.-M., & Humphrey N. (2007). Responding to student diversity: Teacher’s handbook. University of Malta. Faculty of Education. https://www.um.edu.mt/library/oar/handle/123456789/20229
Beerwinkle, A. L., Wijekumar, K., Walpole, S., & Aguis, R. (2018, May 26). An analysis of the ecological components within a text structure intervention. Reading and Writing, 31(9), 2041–2064. https://doi.org/10.1007/s11145-018-9870-5
Behbehani, A. A. (2007). The integration of graphic communication and educational tools for children with dyslexia [Master’s dissertation]. Rochester Institute of Technology. https://scholarworks.rit.edu/theses/8290
Benton, L., Joye, N., Sumner, E., Gauthier, A., Ibrahim, S., & Vasalou, A. (2023). Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge. British Journal of Educational Technology, 54(5), 1314–1331. https://doi.org/10.1111/bjet.13318
Berne, J., & Blachowicz, C. L. Z. (2008). What reading teachers say about vocabulary instruction: voices from the classroom. The Reading Teacher, 62(4), 314–323. https://doi.org/10.1598/rt.62.4.4
Bohm, T. (2014). Letter and symbol misrecognition in highly legible typefaces for general, children, dyslexic, visually impaired and ageing readers. Information Design Journal, 21(1), 34–50. https://doi.org/10.1075/idj.21.1.05boh
Bohm, T. (2019). User Design, Illustration and Typesetting. https://www.userdesignillustrationandtypesetting.com
Boog, B. W. M. (2003). The emancipatory character of action research, its history and the present state of the art. Journal of Community & Applied Social Psychology, 13(6), 426–438. https://doi.org/10.1002/casp.748
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA Handbook of Research Methods in Psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. https://www.researchgate.net/publication/269930410_Thematic_analysis
British Dyslexia Association [BDA]. (2015). Typefaces for dyslexia. BDA Technology. B.D.A. New Technologies Committee. https://bdanewtechnologies.wordpress.com/what-technology/typefaces-for-dyslexia/
British Dyslexia Association [BDA]. (2022). About dyslexia. https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia
British Dyslexia Association [BDA]. (2023). Dyslexia Friendly Style Guide 2023. https://cdn.bdadyslexia.org.uk/uploads/documents/Advice/style-guide/BDA-Style-Guide-2023.pdf?v=1680514568
Brown, E. (2020, December 18). Accessible Design Guide for Graphic Designers - 2021 Edition. DesignMantic. https://www.designmantic.com/blog/accessible-design-guide-2021/
Callus, A. M. (2022). Inclusive Research: Doing participatory and emancipatory research with people with intellectual disabilities. Handbook of Disability, 1–15. https://doi.org/10.1007/978-981-16-1278-7_66-1
Carabott, S. (2018, June 20). Does your dyslexic kid have trouble reading? That may be about to change. Times of Malta. https://timesofmalta.com/articles/view/your-dyslexic-kid-has-trouble-reading-that-may-be-about-to-change.682255
CAST. (2018a). Print readability and dyslexia - CAST. Medium; CAST. https://articles.c-a-s-t.com/print-readability-and-dyslexia-b862cdbdcc06
CAST. (2018b). Universal Design for Learning Guidelines, version 2.2. http://udlguidelines.cast.org
Collins, W., Hass, A., Jeffery, K., Martin, A., Medeiros, R., & Tomljanovic, S. (2016). Graphic Design and Print Production Fundamentals. Graphic Communications Open Textbook Collective. Victoria, B.C.: BCcampus. https://opentextbc.ca/graphicdesign/
Coppens, K. (2019). Teaching nonfiction text structure. Science Scope, 42(7), 24–27. https://www.nsta.org/teaching-nonfiction-text-structure
Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. (2012). Literacy by Design. Remedial and Special Education, 33(3), 162–172. https://doi.org/10.1177/0741932510381651
Creswell, J. W., Shope, R., Plano Clark, V. L., & Green, D. O. (2006). How interpretive qualitative research extends mixed methods research. Research in the Schools, 13(1), 1–11.
Dawson, K., Antonenko, P. D., Lane, H. B., & Zhu, J. (2019). Assistive technologies to support students with dyslexia. Teaching Exceptional Children, 51(3), 226–239. https://doi.org/10.1177/0040059918794027
Duranovic, M., Senka, S., & Babic-Gavric, B. (2018). Influence of increased letter spacing and font type on the reading ability of dyslexic children. Annuals of Dyslexia, 68(3), 218–228. https://doi.org/10.1007/s11881-018-0164-z
EasyReading. (2013). EasyReading Font: Scientific research. Easyreading.it. https://www.easyreading.it/en/scientific-research/
Fals Borda, O. (2006). Participatory (action) research in social theory: Origins and challenges. Handbook of Action Research: Participative inquiry and practice, 27–37.
Falzon, R. (2010). Teaching strategies for children with dyslexia in the classroom. In A. Azzopardi (Ed.), Making Sense of Inclusive Education: Where Everyone Belongs (pp. 95–105). VDM Verlag Dr. Müller. https://www.um.edu.mt/library/oar/handle/123456789/59216
Falzon, R. (2019). Chapter 6: Literacy and wellbeing. In S. Vella, R. Falzon & A. Azzopardi (Eds.), Perspectives on Wellbeing - A reader (pp. 79–95). Brill Sense.
Goswami, U. (2015). Sensory theories of developmental dyslexia: Three challenges for research. Nature Reviews Neuroscience, 16(1), 43–54. https://doi.org/10.1038/nrn3836
Harding, T., & Whitehead, D. (2013). Analysing data in qualitative research. Nursing & Midwifery Research: Methods and appraisal for evidence-based practice, 5, 141–160.
International Dyslexia Association. (2019). Multisensory Structured Language Teaching Fact Sheet. https://dyslexiaida.org/multisensory-structured-language-teaching-fact-sheet/
Issitt, J. (2004, November). Reflections on the study of textbooks. History of Education, 33(6), 683–696. https://doi.org/10.1080/0046760042000277834
Kohli, A., Sharma, S., & Padhy, S. K. (2018). Specific Learning Disabilities: Issues that Remain Unanswered. Indian Journal of Psychological Medicine, 40(5), 399–405. https://doi.org/10.4103/ijpsym.ijpsym_86_18
Kraal, A., Koornneef, A., Saab, N., & Van Den Broek, P. (2018). Processing of expository and narrative texts by low- and high-comprehending children. Reading and Writing, 31(9), 2017–2040. https://doi.org/10.1007/s11145-017-9789-2
Kramer-Roy, D. (2015). Using participatory and creative methods to facilitate emancipatory research with people facing multiple disadvantage: A role for health and care professionals. Disability & Society, 30(8), 1207–1224. https://doi.org/10.1080/09687599.2015.1090955
Lamour Sansone, K. (2015). Using strategies from graphic design to improve teaching and learning. In D. Baylen, & A. D’Alba (Eds.), Essentials of teaching and integrating visual and media literacy (pp. 3–26). Springer. https://doi.org/10.1007/978-3-319-05837-5_1
Lewis, A. (2002). Accessing, through research interviews, the views of children with difficulties in learning. Support for Learning, 17(3), 111–116. https://doi.org/10.1111/1467-9604.00248
Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., & Reber, S. (2017). Descriptive Analysis in Education: A Guide for Researchers. National Center for Education Evaluation and Regional Assistance. https://files.eric.ed.gov/fulltext/ED573325.pdf
Mackenzie, N., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues in Educational Research, 16(2), 193–205. http://www.iier.org.au/iier16/mackenzie.html
Malta Dyslexia Association [MDA]. (2022). Dyslexia Projects. Dyslexiaprojects.eu. https://www.dyslexiaprojects.eu/instructor/mda/
Malta National Dyslexia Conference. (2024). The Access Disability Support Unit’s contribution to the Malta National Dyslexia Conference. University of Malta, Malta. https://www.um.edu.mt/newspoint/news/2024/05/adsu-contribution-malta-national-dyslexia-conference
Merlin Publishers. (2018a). Licensing information. Merlin Publishers. https://merlinpublishers.com/licensing-information/
Merlin Publishers. (2018b). Tikka Malti 1a. Merlin. https://merlinpublishers.com/rizorsi/tikkamalti-1a/?lang=mt
Meyer, B. J. F., Wijekumar, K., & Elliott, S. N. (2018). Comparative signaling generated for expository texts by 4th–8th graders: Variations by text structure strategy instruction, comprehension skill, and signal word. Reading and Writing, 31(9), 1937–1968. https://doi.org/10.1007/s11145-018-9871-4
Ministry for Education and Employment [MEDE]. (2013). PIRLS 2011 Progress in International Reading Literacy Study - Malta Report. Directorate for Quality and Standards in Education Research and Development Department. https://researchandinnovation.gov.mt/en/Documents/PIRLS%202011-%20Malta%20Report.pdf
Ministry for Education and Employment [MEDE]. (2014). Language in Education Policy Profile Country Report for Malta. https://curriculum.gov.mt/en/Resources/Literacy/Documents/Country_Report_Malta_EN.pdf
Ministry for Education and Employment [MEDE]. (2019a). The SpLD Service. Directorate for Learning and Assessment Programmes. https://curriculum.gov.mt/en/spldmalta/Pages/The-SpLD-Service.aspx
Ministry for Education and Employment [MEDE]. (2019b). The SpLD Service: Dyslexia Friendly Schools Initiative. Directorate for Learning and Assessment Programmes.