Guidelines on the use of vocabulary flashcard applications to develop reading skills of children with learning disabilities

Abstract

Flashcard production requires a multi-step process, which takes time and requires resources. Ready-made Flashcards that the instructor produced may not communicate the intended objectives. The researcher used the idea to combine technology with traditional teaching media to make the teaching and learning of children with special needs more effective. The present research aimed to study the guidelines on the use of vocabulary flashcard applications towards reading skills of children with learning disabilities. A qualitative methodology was applied in the research. A literature review was conducted to study documents and research papers related to writing and developing vocabulary applications for children with learning disabilities, vocabulary learning and evaluation of reading skills. An interview form was designed based on the results of the literature review and used to collect data from 3 groups of informants: experts in learning applications and experts in children with learning disabilities, guardians of children with learning disabilities and teachers of students with learning disabilities. Each group consisted of 3 informants. The results
show that the informants have no experience using learning applications for children with learning disabilities. However, they have positive attitudes towards learning applications because they think that learning applications are useful tools that will help to encourage
children’s interest in vocabulary learning. In their opinion, a flashcard application is an alternative way of teaching, that can be used with regular teaching, especially for young children who love to touch things, look at pictures and watch cartoons.