The Science Behind KOBI

KOBI is a groundbreaking reading app specifically designed to support children with dyslexia. Grounded in robust scientific principles and a deep understanding of reading difficulties, KOBI integrates evidence-based methodologies to create an effective and engaging learning experience. Here is the science behind KOBI, highlighting its key features and the research that informs its development.

Understanding Dyslexia

Dyslexia is a learning disorder characterized by difficulties with accurate and/or fluent word recognition, poor spelling, and decoding abilities. These challenges are typically the result of a deficit in the phonological component of language, often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

The Rope Model of Reading

KOBI’s design is heavily influenced by the Rope Model of Reading, which conceptualizes skilled reading as intertwining two main strands: word recognition and language comprehension. This model, proposed by Dr. Hollis Scarborough, underscores the complexity of reading and the necessity of integrating multiple components to develop proficient reading skills.

• Word Recognition: Involves phonological awareness, decoding (phonics), and sight recognition of familiar words.
• Language Comprehension: Involves background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge.

KOBI incorporates strategies that enhance both these strands, ensuring a comprehensive approach to reading instruction.

Structured Literacy Techniques

Structured Literacy is an instructional approach that is systematic, explicit, and diagnostic. It is particularly beneficial for students with dyslexia, focusing on the following elements:

• Phonology: The study of sounds and how they work within words.
  Sound-Symbol Association: Connecting sounds with letters or groups of letters.
• Syllable Instruction: Teaching the types of syllables and how they affect pronunciation.
• Morphology: The study of word parts (roots, prefixes, suffixes).
• Syntax: The set of rules, principles, and processes that govern the structure of sentences.
• Semantics: Understanding the meaning of words and sentences.
  KOBI leverages these techniques to build a strong foundation in reading for dyslexic learners.

Key Features of KOBI

1. Personalized Reading Paths

   KOBI adapts to each child’s unique learning pace, creating a dynamic and enjoyable reading experience. This personalized approach is rooted in the science of differentiation, ensuring that each learner receives the specific support they need. Research shows that personalized learning can significantly improve educational outcomes, particularly for students with learning disabilities (Pane, Steiner, Baird, & Hamilton, 2015).

2. Real-Time Feedback and Error Correction

   KOBI reduces frustration and celebrates reading successes by providing instant feedback and supportive corrections. This feature is based on the principle of immediate corrective feedback, which enhances learning and retention (Hattie & Timperley, 2007). Real-time feedback has evidence of being effective in various educational settings, enhancing student engagement and achievement (Shute, 2008).

3. Interactive Engagement Tools

   KOBI incorporates gamified elements and interactive challenges that motivate children to practice reading regularly. Research indicates that gamification can significantly improve engagement and learning outcomes, making education both fun and effective (Hamari, Koivisto, & Sarsa, 2014). These tools are designed to create an immersive learning experience that fosters intrinsic motivation and encourages repeated practice.

4. On-Device Speech Recognition

   KOBI’s speech recognition technology operates entirely on-device, ensuring that a child’s voice data remains private and secure. This approach not only protects user privacy but also ensures real-time processing and feedback. Studies have shown that speech recognition technology can be a valuable tool in supporting reading development, particularly for students with dyslexia (Trezek, Wang, & Paul, 2010).

5. Enhanced Readability Settings

   KOBI allows learners to personalize their reading experience by adjusting settings such as font size, spacing, and color coding of text. These adjustments can significantly improve reading fluency and comfort for dyslexic readers (Zorzi et al., 2012). The ability to modify visual presentation helps to reduce visual stress and improve word recognition.

6. Multisensory Learning Integration

   KOBI incorporates multisensory learning techniques, which engage multiple senses to enhance memory and learning. This approach is particularly effective for dyslexic learners, as it reinforces learning through various modalities (Birsh, 2011). Multisensory learning has been shown to improve phonological processing and reading skills (Shaywitz, 2003).

    

Empirical Research and Collaboration

KOBI’s development is backed by continuous research. Currently, we are conducting a pilot study involving over 500 children. This study focuses on evaluating how KOBI, used both at home and in school, impacts reading fluency. The insights from this research will be instrumental in further refining and validating KOBI’s effectiveness.

Stay tuned!

KOBI stands at the intersection of cutting-edge technology and evidence-based educational practices. By integrating the Rope Model of Reading, structured literacy techniques, and advanced interactive features, KOBI offers a powerful tool for supporting dyslexic learners. Our commitment to continuous research and development ensures that KOBI not only meets the current needs of students but also evolves with advancements in educational science.

For more detailed insights into the science behind KOBI and to stay updated with our latest research findings, subscribe to our mailing list. Together, we can make reading an accessible and enjoyable journey for every child.

References

• Birsh, J. R. (2011). Multisensory Teaching of Basic Language Skills. Brookes Publishing.
• Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? – A Literature Review of Empirical Studies on Gamification. Proceedings of the 47th Hawaii International Conference on System Sciences.
• Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
• Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued Progress: Promising Evidence on Personalized Learning. RAND Corporation.
• Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. Alfred A. Knopf.
• Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153-189.
• Trezek, B. J., Wang, Y., & Paul, P. V. (2010). Reading and Deafness: Theory, Research, and Practice. Delmar Cengage Learning.
• Zorzi, M., Barbiero, C., Facoetti, A., Lonciari, I., Carrozzi, M., Montico, M., … & Ziegler, J. C. (2012). Extra-large letter spacing improves reading in dyslexia. Proceedings of the National Academy of Sciences, 109(28), 11455-11459.