Chapter 1 Introduction
1.1 Reading challenges of children
1.2 The promising Human—Computer Interaction worked
1.2.1 Study summary
1.2.2 Contributionr/> 1.3 Organisation of the book
Chapter 2 Understanding Theorier/> 2.1 Theories of reading acquisition
2.1.1 Theories ofdyslexia
2.1.2 Phonological deficit hypothesir/> 2.1.3 Auditory temporal processing deficits and visual deficitr/> 2.1.4 Attenfional problemr/> 2.1.5 “Opaque”orthography ofEnglir/> 2.1.6 Mirror generalisation
2.1.7 Biological，geic and environmental hctom
2.2 Theories of learning English as a foreign language
2.2.1 Language acquisition between EFL and ELl children
2.2.2 TransfereffectetweenLl andL
2.2.3 Inappropriate or limited phonic instructionr/> 2.2.4 La background knowledge
2.3 Chapter summary
Chapter 3 Multisensory Reading Interventionr/> 3.1 TraditionaI multisensory interventionr/> 3.1.1 Explicit phonics instruction
3.1.2 Intensive and prolonged instruction
3.1.3 Multiple senser/> 3.1.4 Multiple representationr/> 3.1.5 Limitations oftraditional multisensory intervenfionr/> 3.2 Computational interventions with graphic user interfacer/> 3.2.1 Graphic user interfaces for children at.risk for dyslexia
3.2.2 Graphic user interfaces for EFL children
3.3 Chapter summary
Chapter 4 Tangible User Interfaces for Learning
4.1 Characteristics of tangible user interfacer/> 4.2 Design space of tangible user interfaces for learning
4.2.1 Designing physical-digital relationr/> 4.2.2 Designing physical representationr/> 4.2.3 Designing for learners with special needr/> 4.3 Opportunities of tangible user interfaces in supporting reading acquisition
4.3.1 Opportunity patiality
4.3.2 Opportunity 2：multiple interaction modalitier/> 4.3.3 Opportunity 3：multiple letter representationr/> 4.3.4 Opportunity 4：collaborative，flexible，and structured learning procedurer/> 4.4 Tangible user interfaces designed for children
4.4.1 Tangible user interfaces for typical children
4.4.2 Tangible user interfaces for children with dyslexia
4.4.3 Tangible user interfaces for English as a Foreigh Languge children
4.5 Chapter summary
Chapter 5 Designing Tangible Reading User Interfacer/> 5.1 Learning goal
5.2 Design requirementr/> 5.3 System deion
5.4 Design process：a hybrid concept.and situation.driven approach
5.4.1 Focus groupr/> 5.4.2 Expe~reviewr/> 5.5 Implementation
5.5.1 Implementation ofdynamic colour cuer/> 5.5.2 Implementation of 3D letter shape cuer/> 5.6 Chapter summary
Chapter 6 Evaluating Tangible Reading User Interfacer/> 6.1 Research questionr/> 6.2 Research design
6.3 Participantr/> 6.4 Learning taskr/> 6.5 Instruction procedure with PhonoBIockr/> 6.6 GeneraI procedure
6.7 Data collection and analysir/> 6.7.1 Reading and spelling accuracy
6.7.2 Reading and spelling trajectorier/> 6.7.3 Childrens preferences in and thoughts on PhonoBlockr/> 6.7.4 Influences of individual characteristicr/> 6.7.5 Design elementr/> 6.8 Chapter summary
Chapter 7 Workeding with Children At-risk for Dyslexia
7.1 Reading and spelling accuracy
7.1.1 Baseline assessmentr/> 7.1.2 Reading accuracy on trained and untrained wordr/> 7.1.3 Spelling accuracy on trained and untrained wordr/> 7.1.4 Reading accuracy maintenance on trained and untrained wordr/> 7.1.5 Spelling accuracy maintenance on trained and untrained wordr/> 7.1.6 Reading accuracy and maintenance on trained and untrained words in each learning activity
7.1.7 Spelling accuracy and maintenance on trained and untrained words in each learning activity
7.2 Reading and spelling trajectorier/> 7.2.1 Pre.knowledge of letter names／soundr/> 7.2.2 Reading trajectory
7.2.3 Spelling trajectory
7.3 Children’s preferences and thoughts on PhonoBIockr/> 7.3.1 Children’s preferences on PhonoBlockr/> 7.3.2 Children’s other thoughts oil PhonoBlockr/> 7.4 Influences of individual characteristicr/> 7 4.1 Influence of individual characteristics in learning gainr/> 7.4.2 Ⅻuence ofindividual characteristics in preferences and
other thoughts on PhonoBlockr/> 7.5 Key beneficial design factorr/> 7.5.1 Dynamic colour cuer/> 7.5.2 3D tangible letterr/> 7.5.3 Other design featurer/> 7.6 Chapter summary
chapter 8 W.orkeding with Children Learning English as Foreign Leanerr/> 8.1 Reading and spelling accuracy
8.1.1 Baseline assessmentr/> 8.1.2 Reading accuracy on trained and untrained wordr/> 8.1.3 Spelling accuracy on trained and untrained wordr/> 8.1.4 Reading accuracy on trained and untrained words in each learning activity
8.1.5 Spelling accuracy on trained and untrained words in each learning activity
8.2 Reading and spelling trajectorier/> 8.2.1 Pre_knowledge of letter names/soundr/> 8.2.2 Reading trajectory
8.2.3 Spelling trajectory
8.3 Children’s preferences and thoughts on PhonOBIOckr/> 8.3.1 Children’s preferences on PhonoBlockr/> 8.3.2 Children’s other thoughts on PhonoBlOckr/> 8.4 Influences of individual characteristicr/> 8.4.l Influence of individual characteristics in learning gainr/> 8.4.2 Influence of individual characteristics in preferences and other thoughts on Phono Blockr/> 8.5 Key beneficial design factorr/> 8.5.1 Dynamic colour cuer/> 8.5.2 3D tangible letterr/> 8.5.3 Other design featurer/> 8.6 Chapter summary
Chapter 9 Design Guidelines for Tangible User Interracer/> 9.1 Discussion of Case Study One
9.1.1 Embed dynamics colour cues applied to draw attention to grapheme-phoneme correspondencer/> 9.1.2 3D tangible letterforms and workedspace chosen to enable epistemic actions，which simplify spelling and reading taskr/> 9.1.3 3D forms and tasks used to enable hands.on interaction which improves attention and makes learning vile
9.1.4 Blending/decoding function provided to enable children to learn how individual letters are combined into blended soundsinwordr/> 9.1.5 Interactions on touch screen provided to support attention switch between 3D tangible letters and the screen
9.1.6 Tangible user interfaces worked best for active children
9.2 Discussion of Case Study Two
9.2.1 Associated pictures offered to enable children who lack background knowledge to learn word meaningr/> 9.2.2 Tangible user interfaces worked best for children who appreciate learning through hands。on actionr/> 9.3 Discussion of two case studier/> 9.3.1 Learning gainr/> 9.3.2 Learning trajectorier/> 9.3.3 Children’s preferences and other thoughts on PhonoBlockr/> 9.3.4 Influences of individual characteristics on learning gains and preferencer/> 9.3.5 Key beneficial design factorr/> 9.4 Chapter summary
Chapter 10 From Tangible to Augmented Reality
1O.1 Characteristics of augmented reality user interfacer/> 1O.2 Design space of augmented reality user interfaces for learning
10.2.1 3D multimedia content
10.2.2 Hands—on interaction with physical materialr/> 10.2.3 Gamification
10.2.4 Congruent physical—digiml spatial mappingr/> 10.2.5 Location-based featurer/> 10.3 Augmented reality user interfaces designed for language learning
1O.4 Chapter summary
Chapter 11 Designing Augmented Reality Reading user Interface
11.1 Learning goal
11.2 Design goal and requirementr/> 11.3 System design
11.3.1 Augmentynamic colourcuer/> ll.3.2 Magic lowercase letterr/> ll.3.3 Freezing and unfreezing augmented overlay
11.3.4 Tablet stand，whiteboard，magic ruler&projector
11.3.5 Learningmodeandpracticemode
ll.3.6 Technical solution
11.4 Chapter summary
Chapter 12 Evaluating Augmented Reality Reading User Interf.ace
12.1 Research questionr/> 12.2 The car/> 12.3 Participantr/> 12.4 Learning taskr/> 12.5 Procedure
12.6 Data collection and analysir/> 12.7 Chapter summary
Chapter 13 Workeding with Rural ChiIdren
13.1 Children’s Interactions with AR app
13.2 Children’s motivation
13.3 Teachers’feedback
13.4 Chapter summary
Chapter 14 Design Guidelines for Augmented ReaIity User Interfacer/> 14.1 Design guidelines from case study
14.2 Design guidelines from systematic review
14.2.1 Overview ofsystematic review procer/> 14.2.2 Effective AR design and instructional strategier/> 14.2.3 All design considerations and opportunitier/> 14.3 Chapter summary
Chapter 15 Future Design and Research
15.1 Future worked of tangible user interfacer/> 15.1.1 Future design idear/> 15.1.2 Future research directionr/> 15.2 Future worked of augmented reality user interfacer/> 15.2.1 Future design idear/> 15.2.2 Future research directionr/> 15.3 Limitationr/> 15.3.1 Technical limitationr/> 15.3.2 Methodological limitationr/> 15.4 Contributions and generaliility
15.4.1 Contributionr/> 15.4.2 Generaliility
15.5 Conclusionr/>Referencer/> Appendix A Word Lir/> Appendix B Instructional Script
Appendix C Questionnaire for Children
Appendix D Interviews with Teachers/Parentr/> Appendix E Observational Sheet
Appendix F Statistical Results of RQ3 in Case One
Appendix G Statistical Results of RQ3 in Case Two
Appendix H Papers Included in Systematic Review
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