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READING AID FOR BETTER ACCESSIBILITY: A MOBILE APPLICATION
DESIGNED TO ASSIST DYSLEXIC AND VISUALLY IMPAIRED STUDENTS IN
READING AND LISTENING TO TEXT
Ronald B. Fe nandez
b e [email protected] | ORCID ID - 0009-0007-0979-6315
P o esso , College o Compu ing S udies, Uni e sidad de Manila, Philippines
John Joseph P. Min a
jpmin a @udm.edu.ph | ORCID ID - 0009-0009-2142-7314
UG, College o Compu ing S udies, Uni e sidad de Manila, Philippines
F anced ick C. Reanza es
c eanza es@udm,edu.ph | ORCID ID - 0009-0006-8774-9138
UG, College o Compu ing S udies, Uni e sidad de Manila, Philippines
Le i M. Sa mien o
lmsa mien[email p o ec ed] | ORCID ID - 0009-0004-4324-5531
UG, College o Compu ing S udies, Uni e sidad de Manila, Philippines
Hazel Ca yl B. Timpangco
hb [email protected] | ORCID ID - 0009-0007-8385-7366
UG, College o Compu ing S udies, Uni e sidad de Manila, Philippines
ABSTRACT
This s udy in oduces Reading Aid o Be e Accessibili y; a mobile applica ion aimed a assis ing s uden s wi h
dyslexia and isual impai men s in eading and audi o y comp ehension o ex . I uses Op ical Cha ac e
Recogni ion (OCR) and Tex - o-Speech (TTS) echnologies o u n p in ed o digi al ex in o sound, which makes
lea ning mo e un and easie o unde s and. The app also le s use s change he on size, s yle, and colo con as
o make i easie o ead. I also suppo s bo h English and Tagalog and le s use s access i online. O e all, he
sys em is a use ul and easy- o-use ool ha encou ages s uden s wi h eading p oblems o lea n on hei own.
The p ojec adhe ed o he So wa e De elopmen Li e Cycle (SDLC) and was assessed using he ISO/IEC 25010
So wa e Quali y Model o e alua e bo h ope a ional unc ionali y and use sa is ac ion. A quan i a i e esea ch
me hodology was u ilized ia s anda dized su ey ques ionnai es dissemina ed o s uden s, educa o s, and
s akeholde s. The es looked a impo an so wa e quali y ai s and always go good esul s.
To sum up, he Reading Aid mobile app is a big s ep o wa d in making i easie o s uden s wi h eading p oblems
and low ision o ge help. The esul s show ha he sys em mee s and o en exceeds use needs. The e a e s ill
ways o imp o e secu i y and pe sonaliza ion ea u es, hough. The p ojec shows ha he school is dedica ed o
using echnology o make educa ion mo e inclusi e, and i makes a eal di e ence in making su e ha all s uden s
ha e equal and accessible lea ning expe iences.
Keywo ds:
Dyslexia, Visual Impai men , Accessibili y, Op ical Cha ac e Recogni ion, Tex - o-Speech
INTRODUCTION
Reading and comp ehension o m he ounda ion o lea ning, s ill s uden s wi h dyslexia and low ision a e ha ing
a ha d ime wi h eading ma e ials ha a e accessible. Dyslexia con uses he child as o he wo ds and sounds
ecogni ion, whe eas ision de ec s make eading p in ed ex s di icul . These di icul ies can esul in less
oppo uni y o sel -lea ning.
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P og ess in assis i e echnology, mainly Op ical Cha ac e Recogni ion (OCR) and Tex - o-Speech (TTS), opens
oppo uni ies o o e come hese ba ie s. Many exis ing ools s ill miss key ea u es, such as cus omiza ion op ions
and bilingual suppo . In addi ion, mos applica ions add ess ei he s uden s wi h dyslexia o hose wi h isual
impai men s indi idually, lea ing a need o an inclusi e solu ion ha accommoda es bo h.
The s udy p esen s he Reading Aid o Be e Accessibili y, a mobile applica ion ha ans o ms ex in o audio
and p o ides adap able ea u es, including adjus able ex se ings and con as modes. Wi h suppo o bo h
English and Tagalog, as well as online access, he applica ion seeks o enhance comp ehension, encou age
independen lea ning, and p omo e inclusi i y o s uden s wi h special needs.
OBJECTIVES
The main goal o he p ojec , i de ines wha he esea ch o p ojec is ying o achie e, and in b oad e ms. This
is he base objec i e om which he speci ic objec i es ha will na ow down he scope o he esea ch will u he
be de e mined. The key o i is in he i le o his p ojec which is o c ea e a mobile applica ion which will acili a e
eading, especially o he s uden s wi h dyslexia and isual disabili ies by i ing a he mos inclusi e and
adequa e, espec i e, ea u es o he abo e-men ioned s uden s.
The s udy shall ocus on he ollowing speci ic objec i es:
1. To build cus omizable ex se ings, such as size, s yle, and colo con as , o be e legibili y.
2. To add Tex - o-Speech (TTS) capabili y o audi o y lea ning and unde s anding.
3. To include Op ical Cha ac e Recogni ion (OCR) o ansla e p in ed ex in o usable o ms.
4. To main ain compa ibili y wi h assis i e ools such as sc een eade s and magni ica ion ools.
5. To make he applica ion mo e usable by in eg a ing bilingual suppo English and Tagalog.
METHODOLOGY
Me hodology in De eloping Reading Aid o Be e Accessibili y: A Mobile Applica ion Designed o Assis
Dyslexic and Visually Impai ed S uden s in Reading and Lis ening o Tex co e s how da a was ga he ed, how
he sys em was planned, buil , and es ed, and how each s ep was ca ied ou in a clea and o ganized way. The
goal o his me hodology is o ensu e he sys em is eliable, e icien , and uly e ec i e in mee ing use s' needs.
Resea ch Design
The s udy's esea ch design is de elopmen al, ocusing on he designing, de eloping, and e alua ing o a
echnological solu ion o add ess eading accessibili y challenges. This design was selec ed o ensu e he inal
applica ion is usable and e ec i e in assis ing use s wi h accessibili y needs. The applica ion i sel was c ea ed o
enhance eading accessibili y o use s. This p ocess in ol ed design, de elopmen , and e alua ion phases.
Finally, he esea che s employed a quan i a i e app oach o ga he da a o alida e he applica ion's usabili y and
e ec i eness in aiding use s.
Figu e 1 Sys em De elopmen Model
1. Planning
The p oponen s used in e iews as he ini ial s age o he Agile me hodology o de e mine he easibili y and he
need o enhance eading accessibili y. The main s akeholde s we e also consul ed, speci ically he
Oph halmologis s and Op ome is s. The aim o hese in e iews was o collec he necessa y in o ma ion
ega ding he limi a ions o he exis ing eading aids and sys ems, including elemen s like he challenges aced by
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use s wi h speci ic isual impai men s and eading diso de s, he cu en accessibili y o eading ma e ials, as well
as he needs o a comp ehensi e eading aid.
Besides he in e iews, he p oponen s also designed and conduc ed a su ey o Visually Impai ed and Dyslexic
use s. The su ey was done o ge he use s' iews and ecei e eedback ega ding hei expe ience wi h cu en
eading me hods and wha hey expec in a mo e e ec i e and use - iendly eading aid assis an sys em. These
basic da a ga he ing exe cises a e c ucial o he p e-planning s age and se e as he basis o equi emen s
iden i ica ion and p io i iza ion o imp o emen s ha will lead o he i e a i e de elopmen p ocess o he
p oposed sys em.
2. Design
Figu e 2 Inpu -P ocess-Ou pu (IPO) Model
The p oponen s de eloped sys em diag ams, use wo k lows, and p o o ypes o illus a e he s uc u e and
unc ionali y o he p oposed accessibili y applica ion. The eam c ea ed in e ac i e mockups o he co e use
in e aces using Figma, as exempli ied by he sc eens shown in Figu e 2. These p o o ypes included he
Login/Regis a ion low and he P o ile/Se ings in e ace, which enabled he p oponen s o isualize he use
jou ney om ini ial sign-in and p e e ence se up o accessing he co e Op ical Cha ac e Recogni ion (OCR) and
Tex - o-Speech (TTS) ea u es.
The design p ocess also in ol ed de eloping he Inpu -P ocess-Ou pu (IPO) model and he sys em a chi ec u e
diag am o clea ly ou line how da a mo es h ough he sys em speci ically, how ex is cap u ed, p ocessed by he
OCR, and con e ed o speech by he TTS. This s ep p o ided he p oponen s wi h a clea de elopmen amewo k
and ensu ed ha all accessibili y ea u es and co e modules we e p ope ly planned and aligned wi h he
equi emen s iden i ied o use s wi h isual impai men s and dyslexia.
3. De elopmen
The de elopmen phase ocused on in eg a ing he sys em’s co e unc ionali ies Op ical Cha ac e Recogni ion
(OCR) and Tex - o-Speech (TTS) o p o ide an e icien eading and lis ening expe ience o use s. The OCR
componen was implemen ed using Tex Recogni ion om he @ eac -na i e-ml-ki / ex - ecogni ion lib a y,
which accu a ely scans and con e s p in ed o image-based ex in o digi al o ma . The ex ac ed ex is hen
p ocessed by he TTS module, de eloped wi h he expo-speech lib a y, enabling na u al and clea oice ou pu
o audi o y lea ning.
These amewo ks we e selec ed o hei s ong compa ibili y wi h mobile pla o ms and op imiza ion o
accessibili y-d i en applica ions. The combina ion o accu a e image ecogni ion and high-quali y speech
syn hesis allows he sys em o gene a e eal- ime audio ou pu , making p in ed and digi al ma e ials mo e
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accessible. This in eg a ion no only enhances use con enience bu also b idges he gap be ween isual and
audi o y lea ning o indi iduals wi h dyslexia and isual impai men s.
4. Tes ing
The p oponen s conduc ed a se ies o echnical, usabili y, and clinical es ing sessions in collabo a ion wi h key
s akeholde s Oph halmologis s, Op ome is s, and end use s, pa icula ly indi iduals wi h dyslexia and isual
impai men s. This phase was i al in alida ing he sys em’s unc ionali y, clinical ele ance, and he e ec i eness
o i s accessibili y ea u es, including he Op ical Cha ac e Recogni ion (OCR) and Tex - o-Speech (TTS)
modules.
Feedback ga he ed om expe s and use s guided he e inemen o he in e ace, accessibili y se ings, and o e all
sys em pe o mance. Bugs and e o s, especially hose a ec ing he accu acy o OCR and TTS unc ions, we e
p omp ly esol ed. The eam ollowed he Agile es ing app oach h oughou de elopmen o ensu e quali y,
esponsi eness, and c oss-pla o m s abili y ac oss di e en de ices.
5. Release
The sys em was deployed g adually using an Agile app oach, beginning wi h a so launch o be a es ing phase.
This pilo elease allowed eal use s s uden s wi h isual impai men s and dyslexia o e alua e he applica ion’s
pe o mance, usabili y, and accessibili y in eal-wo ld condi ions. S akeholde s, including Oph halmologis s and
Op ome is s, supe ised he es ing o ensu e he sys em’s ea u es me p o essional and clinical expec a ions.
Based on use and expe eedback, e inemen s we e immedia ely implemen ed o enhance in e ace design,
accessibili y op ions, and unc ional s abili y. A e success ul pilo es ing, a quan i a i e e alua ion was
conduc ed o measu e he sys em’s o e all quali y and use sa is ac ion. The esul s con i med he applica ion’s
eadiness o ull-scale implemen a ion.
6. Feedback
Following he sys em’s elease, con inuous eedback was collec ed om isually impai ed and dyslexic use s,
along wi h Oph halmologis s and Op ome is s, o assess cla i y, speed, usabili y, and clinical eliabili y. Feedback
was ga he ed pe iodically and a e majo upda es o main ain smoo h sys em pe o mance and add ess issues
p omp ly.
This p ocess allowed he eam o make ongoing imp o emen s, e ining he OCR and TTS algo i hms o g ea e
ex ecogni ion accu acy and mo e na u al oice ou pu . In e ace adjus men s we e also made o u he enhance
accessibili y and use expe ience, ensu ing he sys em emains esponsi e o he needs o i s di e se use s.
RESULTS AND DISCUSSIONS
Figu e 3 Pie G aph Ca ego y
The e alua ion phase o his s udy assessed he quali y cha ac e is ics o he Reading Aid Mobile Applica ion
designed o assis dyslexic and isually impai ed s uden s in eading and lis ening o ex . The assessmen ollowed
he ISO/IEC 25010 So wa e Quali y Model and u ilized use a ings collec ed om 200 esponden s h ough a
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s uc u ed ques ionnai e. The e alua ion co e ed eigh key quali y cha ac e is ics: Usabili y, Compa ibili y,
In e ac ion Capabili y, Reliabili y, Secu i y, Main ainabili y, Flexibili y, and Sa e y.
Figu e 4 Usabili y
The sys em demons a es exempla y pe o mance ega ding his cha ac e is ic, as e idenced by he o e whelming
concen a ion o 97% posi i e a ings (Abo e A e age and Excellen ). This indica es ha he applica ion is
in ui i e, highly lea nable, and excep ionally easy o ope a e o i s in ended use s. The ocus o u u e
de elopmen should no be on ixing usabili y issues bu on enhancing ad anced pe sonaliza ion ea u es o mo e
he small ac ion o “Abo e A e age” a ings in o he “Excellen ” b acke , he eby ensu ing uni e sal
sa is ac ion.
Figu e 5 Compa ibili y
The Reading Aid app also shows s ong pe o mance in compa ibili y, achie ing 95% posi i e eedback om
esponden s. Use s ecognized ha he applica ion wo ked ac oss di e en de ices and suppo ed mul iple ile
ypes wi hou issues. The p io i y o u u e de elopmen lies in op imizing pe o mance ac oss mo e assis i e
ools and ope a ing sys ems, ensu ing ha all use s ega dless o hei echnological se up consis en ly expe ience
seamless in eg a ion.
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Figu e 6 In e ac ion Capabili y
The majo i y o esponses o in e ac ion capabili y also ell in he 4 and 5 ange, indica ing ha he sys em’s
in e ace design and in e ac i i y exceeded expec a ions. Responden s epo ed ha he applica ion p o ided
smoo h na iga ion, clea use eedback, and cus omizable se ings o ex and audio. This demons a es ha he
Reading Aid app success ully add essed he unique accessibili y needs o dyslexic and isually impai ed s uden s,
making eading less di icul and mo e engaging.
Figu e 7 Reliabili y
The eliabili y o he sys em is p o en wi h 95 pe cen who ha e been asked gi ing i a posi i e a ing. Failu es,
down ime and da a loss we e no equen ly seen by use s, suppo ing he obus ness o he sys em. The emphasis
on he u u e de elopmen should be shi ed om e o ixing o imp o ing sys em obus ness, especially o a e
cases, e.g., pa icula ly o unusual cases such as blu y ex inpu , ensu ing ha e e y use expe ience emains
consis en ly excellen .
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Figu e 8 Secu i y
The secu i y on he o he hand, hough s ill i was a ed as posi i e by nea ly 90% o esponden s, go sligh ly less
‘Excellen ’ ma ks han o he ca ego ies. This is o say ha he sys em is ela i ely sa e; howe e , au hen ica ion
and da a p o ec ion wo ies emain. Fu u e enhancemen s should ocus on imp o ing he login p ocess, enc yp ion
and p o ec ing p i acy (mo e “Abo e A e age” o he highe sa is ac ion le el).
Figu e 9 Main ainabili y
The main ainabili y had an imp essi e 96% o posi i e a ings which indica es ha use s can us in he app o
u he de elopmen and enhancemen . The e is al eady lexibili y and is easy o upda e o he sys em. Nex
de elopmen should no only be abou add essing p oblems, bu also de eloping use needs and new accessible
solu ions ha come om ma ke o echnology., which would enhance sa is ac ion le el o each e en mo e he
excellen a ea.
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Figu e 10 Flexibili y
The sa e y eco ded he highes success ecei ing a posi i e a ing om 98% o esponden s. This p o es ha he
app o e s a sa e, easy, and non-in asi e book eading expe ience. Because so many use s eel ha i is al eady
Excellen , a en ion o u u e de elopmen s also ough o be less abou ixing p oblems han abou imagining new
accessibili y enhancemen s in he sys em. Imp o emen s along hose lines could u n his p oduc in o a new
s anda d o sa e y in all-digi al eading o s uden s wi h disabili ies e e ywhe e.
Figu e 11 Sa e y
The sa e y go he mos amoun o numbe ma ks in Excellen , ac oss all ca ego ies. Responden s el ha he app
was a non- h ea ening, easy and disc ee esou ce o eading. How i s ea u es o access we e pu o use, o
which he con usion o applica ion o s ain was a oided in ailu e om impo an uses. I shows ha he Reading
Aid ool p o ed o be a suppo i e and sa e en i onmen o dyslexic and isually impai ed s uden s.
ACKNOWLEDGEMENT
We would like o ex end ou since e app ecia ion o ou Caps one Ad ise , M . Ronald B. Fe nandez, o his
con inuous guidance, cons uc i e eedback, and encou agemen h oughou his s udy. His dedica ion and suppo
g ea ly mo i a ed us o s ay ocused and s i e o excellence in ou esea ch.
We a e also uly g a e ul o D . Syndel Tan, Oph halmologis a No agen Eye Cen e SM Ci y Manila, o no
only ex ending he suppo du ing he sys em es ing and da a ga he ing bu also o he aluable guidance,
hough ul eedback, and insigh ul ideas she sha ed wi h us. He con ibu ions we e ins umen al in shaping he
di ec ion o his p ojec . Alongside he , we hank D . Jose ina G ajo Mojica, Op ome is o Vis a P ima Op ical
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Clinic, oge he wi h hei s a , o hei coope a ion and assis ance, which made he success ul implemen a ion
o his p ojec possible.
Ou special hanks go o M . Josue C. Mi as, LPT, MAEd, who se ed as ou G amma ian, o ensu ing he cla i y
and accu acy o ou manusc ip . We would also like o acknowledge M . Robe o E. Vi ay II, ou Technical
Ad ise , o his aluable insigh s and ecommenda ions ha helped us enhance and e ine ou sys em.
We since ely app ecia e he esponden s who ook pa in e alua ing he sys em and answe ing ou ques ionnai es.
Thei eedback has been ins umen al in shaping he esul s o his s udy. We also ex end ou encou agemen o
u u e p oponen s who may con inue his p ojec , wi h he hope ha ou wo k will se e as a use ul ounda ion
o hei esea ch.
We gi e ou hea el hanks o ou amilies, and iends o hei unwa e ing suppo , pa ience, and belie in us
h oughou his jou ney. Abo e all, we o e ou u mos g a i ude o Almigh y God o his wisdom, guidance, and
blessings, wi hou which his esea ch would no ha e been possible.
CONCLUSION
The Reading Aid Mobile Applica ion ep esen s a signi ican s ep owa d p omo ing accessibili y and inclusi i y
o dyslexic and isually impai ed s uden s a Uni e sidad de Manila, as e idenced by i s o e all Excellen
e alua ion a ing based on he ISO/IEC 25010 So wa e Quali y Model. Wi h ea u es such as Tex - o-Speech,
Op ical Cha ac e Recogni ion, and cus omizable accessibili y se ings, he sys em success ully add esses he
ba ie s aced by i s a ge use s, making eading mo e e icien , suppo i e, and engaging. While a eas such as
secu i y o e oppo uni ies o u he enhancemen , he esul s a i m ha he sys em no only mee s bu o en
exceeds use expec a ions, he eby e lec ing Uni e sidad De Manila commi men o echnological inno a ion,
inclusi e educa ion, and con inuous imp o emen .
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