Pre–Post Evaluation of an AI-Driven Learning Intervention for Children with Dyslexia

Abstract The study aims to carry out a pre and post evaluation of an AI driven learning intervention for children with dyslexia. “Dyslexia is among one of the three learning disabilities or in other words a language processing disorder, in which people have difficulty in learning to read and write, although it is not associated with a low level of intelligence” (Madeira J et.al, 2015). Dyslexia is disorder with a neurological basis that causes lack of ability in reading and writing despite normal (or above) intelligence and sensory abilities. The current paper is sub-part of the main study and focuses on children with dyslexia studying in class IV- VIII in government schools in Delhi. Children diagnosed as dyslexic by psychological assessment by special educator at Government schools of North-West Delhi were selected for the study. The children with dyslexia were screened using Dyslexia Screening Test (2014) by Harp Learning Institute on individual basis. The study covers 30 children with dyslexia. Based on the result of the screening / pre-test, an AI based intervention was carried out for 3 months. The study reflects on the pre and post analysis to understand the effectiveness of the AI based reading intervention for children with dyslexia.