实体与增强现实(儿童语言发展多感知用户界面)(英文版)

实体用户界面和增强现 实用户界面被认为具备辅 助儿童学习的潜力。虽然 市面上已有一些面向儿童 开发的实体和增强现实学 习系统，但目前为止，还 没有出现专为语音意识（ 即在语言中运用声音的能 力）和字母规则（即阐释 书写单位是如何与音位联 系的一套规则）阶段而设 计的英语语言习得系统。 语音意识和字母规则对存 在读写障碍（即一种特有 的语言习得困难）风险的 儿童以及把英语作为外语 来学习的儿童来说十分重 要。基于此，本书提出了 针对存在读写障碍风险的 儿童和把英语作为外语学 习的儿童的实体阅读系统 设计指南，为探索辅助儿 童语言开发的TUI和AR用 户界面研究和设计人员提 供参考和借鉴。

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 Contributions 1.3 Organisation of the book Chapter 2 Understanding Theories 2.1 Theories of reading acquisition 2.1.1 Theories ofdyslexia 2.1.2 Phonological deficit hypothesis 2.1.3 Auditory temporal processing deficits and visual deficits 2.1.4 Attenfional problems 2.1.5 “Opaque”orthography ofEnglish 2.1.6 Mirror generalisation 2.1.7 Biological，genetic 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 TransfereffectsbetweenLl andL 2.2.3 Inappropriate or limited phonic instructions 2.2.4 Lacking background knowledge 2.3 Chapter summary Chapter 3 Multisensory Reading Interventions 3.1 TraditionaI multisensory interventions 3.1.1 Explicit phonics instruction 3.1.2 Intensive and prolonged instruction 3.1.3 Multiple senses 3.1.4 Multiple representations 3.1.5 Limitations oftraditional multisensory intervenfions 3.2 Computational interventions with graphic user interfaces 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 interfaces 4.2 Design space of tangible user interfaces for learning 4.2.1 Designing physical-digital relations 4.2.2 Designing physical representations 4.2.3 Designing for learners with special needs 4.3 Opportunities of tangible user interfaces in supporting reading acquisition 4.3.1 Opportunity 1：spatiality 4.3.2 Opportunity 2：multiple interaction modalities 4.3.3 Opportunity 3：multiple letter representations 4.3.4 Opportunity 4：collaborative，flexible，and structured learning procedures 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 Interfaces 5.1 Learning goal