Edward Orton-Gillingham (EOG) is an educational institution founded by Ann Edward, an Accredited OGA (Orton Gillingham Academy) Associate Trainer and Dyslexia Therapist. This institution focuses on providing training, courses, and certification for educators who wish to master the Orton-Gillingham Approach, a proven method for addressing language-based learning difficulties, especially dyslexia. EOG offers various levels of training, ranging from 30-hour programs to 100-hour programs, to help educators and educational professionals understand, master, and apply the Orton-Gillingham method.

The institution aims to enhance their abilities in assisting children with language-based learning difficulties in developing better literacy and language proficiency. Additionally, EOG also supports certification and accreditation in the Orton-Gillingham Approach, making it a vital resource in supporting effective inclusive education.

In early 2022, EOG has been a contracted vendor for the New York City Department of Education (NYCDOE) for over 10 years. Recognizing this, the EOG team felt they needed infrastructure to support the smoothness and effectiveness of the processes they would undergo for the next 10 years with NYCDOE. These concerns led them to decide to create an educational tool, which takes the form of a practice and direct application of the Orton-Gillingham approach in the form of the blending board game.

This is where my journey with EOG began, as the EOG team, led by Jillian Edwards, contacted me to collaborate in bringing the Blending Board Learning Media to life and achieving the desired goals.

In initiating the Blending Board project with EOG, I engaged in discussions with stakeholders to address all requirements and general project information, including its objectives, who would interact with the game, and some sensitive information that cannot be shared in this diary study.
From this opportunity, I gathered substantial information about EOG’s collaboration with NYCDOE, as well as insights into the Blending Board Project that was to be undertaken. To ensure the game would meet expectations and desired goals, I conducted User Research targeting the application’s user base, including:

1. Students with Dyslexia
   This application is specifically designed to assist students facing language-based learning difficulties, especially those with dyslexia.
2. Educators and Teachers
   Educators and teachers use this application as a tool to teach sound blending to students.
3. Parents
   Parents of dyslexic students can also use this application as an additional tool to help their children understand and practice literacy skills.
4. Dyslexia Therapists
   Dyslexia therapists or professionals working with dyslexic students can utilize this application in therapy and training sessions.
5. Other Students
   Although the application is designed for students with dyslexia, other students looking to improve their literacy skills can also benefit from it.
6. Education Teams and Schools
   Education teams in schools using the Orton-Gillingham Approach can employ this application as a learning and teaching resource.

From these discussions, I learned that the goal of the Blending Board application project is to become an effective and efficient learning medium for all parties involved in the NYC Department of Education (NYCDOE) environment. The application is designed to assist teachers in implementing the Orton-Gillingham method more easily and effectively. It is expected to support educators in providing Orton-Gillingham lessons more efficiently, helping students better understand concepts and accelerating the learning process. Thus, the Blending Board application aims to be a supportive solution for teachers in implementing the Orton-Gillingham Approach effectively.

Other objectives include:

1. Assisting Dyslexic Students
   The primary goal of this application is to help students facing language-based learning difficulties, particularly those with dyslexia. The application is designed to provide much-needed support in developing their literacy skills.
2. Facilitating Sound Blending
   The application aims to facilitate the understanding and practice of sound blending in forming words. This is a crucial step in learning to read and spell.
3. Multisensory Teaching
   The Blending Board application integrates a multisensory approach by incorporating visual, auditory, and physical activities into learning. The goal is to help students better connect sounds with letters and words.
4. Personalized Learning
   The application can be customized to the individual abilities and needs of each student, allowing educators to provide tailored instruction based on their development.
5. Boosting Learning Motivation
   With an interactive and playful learning approach, the application aims to enhance students’ motivation and interest in literacy.
6. Expanding Access
   Another goal is to expand access for students, educators, and parents to effective learning tools for addressing language-based learning difficulties.
7. Supporting the Orton-Gillingham Approach
   This application aligns with the Orton-Gillingham Approach, a proven educational approach for addressing dyslexia and language-based learning difficulties.

With these various objectives, the Blending Board application project aims to provide an effective and supportive tool to enhance students’ literacy skills, especially those facing dyslexia.

In the development process of the Blending Board educational media application, I meticulously implemented a User-Centered Design approach. I placed users at the forefront of every design stage, ensuring that the application could be easily used by all users without exception. I delved deep into understanding the needs, preferences, and challenges of users, whether they were dyslexic students, educators, parents, or dyslexia therapists. As a result, the Blending Board application was designed with an intuitive interface, clear workflow, and features that support effective learning.

This instilled confidence that every user, regardless of their background or skill level, could comfortably and successfully use this application to enhance their literacy skills and language comprehension. The User-Centered Design approach serves as the foundation for creating a solution that aligns with users’ needs and preferences in this project.

Dyslexia is a complex condition that requires a specialized approach to education. However, at times, educators and parents may face challenges in effectively addressing this condition. They may lack in-depth knowledge about the best ways to guide children with dyslexia or may struggle to find the right approach to solutions. This gap is a significant challenge that can hinder the literacy development of children with dyslexia.

Therefore, close collaboration between educators, parents, and relevant experts is needed to create more effective and holistic solutions for children with dyslexia, enabling them to overcome literacy barriers more effectively.

Some other issues that I have formulated based on user research findings and discussions with the EOG team include:

1. Language-Based Learning Difficulties
   Children with dyslexia often struggle to understand and process language-related information. This application aims to help them grasp language in a more interactive and effective manner.
2. Reading, Writing, and Spelling Challenges
   The processes of reading, writing, and spelling can be difficult for children with dyslexia. This application provides specific exercises that can gradually and systematically enhance these skills.
3. Resource and Training Limitations
   Many educators and parents may lack specialized resources or training in guiding children with dyslexia. This application grants access to proven teaching methods and interactive guidelines.
4. Understanding and Implementing Multisensory Concepts
   Multisensory learning concepts are an effective approach for children with dyslexia, but implementing them correctly can be challenging. This application is designed to integrate multisensory elements in an easily understandable manner.

Dyslexia can have various adverse effects on individuals who experience it, especially in terms of education, social, and emotional aspects. Some of the negative impacts of dyslexia include:

1. Difficulty in Learning to Read and Write
   The most prominent impact of dyslexia is difficulty in learning to read, write, and spell. Children with dyslexia may require extra time and effort to develop these literacy skills.
2. Influence on Academic Achievement
   Dyslexia can affect overall academic performance because reading and writing are fundamental skills needed in almost every subject.
3. Low Self-Esteem
   Children with dyslexia often experience low self-esteem due to their literacy difficulties. This can have a negative impact on their self-confidence and motivation to learn.
4. Social Stigma
   At times, children with dyslexia may experience social stigma or teasing from classmates, which can affect their emotional well-being.
5. Anger and Frustration
   Repeated difficulties in reading and writing can lead to anger and frustration. Children with dyslexia may feel frustrated as they have to work harder than their peers to achieve the same results.
6. Potential Stress
   If not identified and provided with appropriate support, dyslexia can make individuals feel stressed and helpless, which can affect their mental well-being.

I designed branding for the EOG website and business needs, including a brand style guide and logo design. This design approach fully reflects EOG’s vision and mission in addressing literacy issues. The design exudes professionalism and inclusivity, emphasizing the importance of literacy for all individuals, especially those facing language-based learning difficulties such as dyslexia.

This branding is designed to reflect EOG’s commitment to supporting educators, parents, and individuals in understanding and addressing literacy challenges through the effective Orton-Gillingham approach. The logo and brand style guide are expected to provide a strong and cohesive identity for EOG, enabling them to consistently convey their messages and values to their audience.

Here are the highlighted solution ideas that can be implemented on the Blending Board based on user research, competitor analysis, and EOG team’s approval:

1. Flexible Input Options
   Providing diverse input options to ensure that the game can run smoothly on various types of devices, including touchscreens, mice, and touchpads.
2. Interactive Letter Characters
   Introducing letter characters in the form of simple tiles with added colorful elements under specific conditions. Offering the ability to produce sound to aid children’s sensory learning and enhance the educational experience.
3. Orton Gillingham Method-Compatible Features
   Offering features aligned with the Orton Gillingham method, such as Basic Tiles, Glued Sounds, Advanced Vowels, Prefixes, Roots & Suffixes, Capital Letters, and Syllable Labels. This assists educators in teaching according to the desired method.
4. Intuitive Layout
   Placing elements in positions that are intuitive and easily understandable for users. A well-designed layout helps users interact with the game more effectively.
5. Blending Ease
   Providing easier blending capabilities compared to competitors, delivering a better and more efficient learning experience for children.
6. Clear Instructions
   Providing clear and comprehensive instructions, including writing, spelling, reading, and listening or repeating. Good instructions guide users in using the application correctly.
7. Feedback and Positive Reinforcement
   Integrating clear and positive feedback mechanisms when users perform correct actions, encouraging motivation and engagement in the learning process.
8. Onboarding for First-Time Users
   Creating an informative and intuitive onboarding process for first-time users. This guide helps users understand how to use the application effectively from the outset.

By implementing these solution ideas, the Blending Board will become a more user-friendly, effective application that supports the teaching of the Orton Gillingham method.

To design the above solutions into a good Blending Board framework, I took several important steps, including creating a Site Map, Information Architecture, and User Flow. The site map mapped out all major areas such as the homepage, settings, gameplay, and more. This helps users navigate and understand how each section relates to one another.

Then, in creating Information Architecture, I grouped letters, training modules, instructions, and settings. The architecture is made to be easily understood and logical, so users can quickly find what they are looking for.

Additionally, I represented the visual steps taken by users when using the application with the user flow, such as the first-time user entering the app, selecting a training module, starting a game, experiencing how it can train a child’s senses, and returning to the homepage. This user flow helps understand the user journey and how each step contributes to the overall experience.

After obtaining approval for all sitemap, IA, and user flow frameworks from the EOG team, I proceeded to implement the collected solution ideas by creating wireframe concepts. In this phase, I provided several concept options and conducted concept testing. Based on the feedback received from the EOG team regarding the wireframe concepts, there were several improvements needed, namely:

1. The tab concept at the top needs to be refined and modified for better usability.
2. The sequence of character lists and components needs improvement as it did not perform well compared to competitors.

I then revised the wireframe concepts according to this feedback and continued the entire design process, including providing all necessary visual elements. When designing the high-fidelity UI, I made the following design decisions:

1. Created an input options page with three choices, as originally envisioned.
2. Placed the practice module at the top of the page so that users could quickly find it and switch to other practice modules as needed.
3. Used various different colors to differentiate each letter.
4. Added tooltips to facilitate user understanding of the elements in the application.
5. Utilized appropriate and simple icons on action buttons.
6. Created three different high-fidelity designs as samples to achieve the best results. With these design improvements and decisions, I aimed to ensure that the Blending Board application has an intuitive and user-friendly interface that meets users’ needs.

Throughout this design process, I maintained a close relationship with the EOG team. Through the involvement of Jillian and effective communication, we provided feedback regularly, expediting the design process. During discussions about design decisions, I always sought the team’s input after explaining the rationale behind each design choice I presented.

Once the design concepts were completed, I provided three different samples. The EOG team favored the first sample, which had a cleaner and simpler appearance, aligning with my focus on improving the Blending Board user experience.

Before the Blending Board product was tested by real users, I also conducted a series of mini-tests, including expert reviews, A/B testing, heuristic evaluations, and other tests. The goal was to identify and address potential obstacles and issues before real user testing, ensuring that user testing would run more smoothly and efficiently as a result.

I had conducted previous mini-tests and didn’t encounter major issues, only a few minor adjustments were needed. However, during real user testing, we received the following recommendations:

1. Some users believed that they would use the Blending Board with traditional methods as well.
2. The lack of customization options to meet the needs of dyslexia.
3. Accessibility issues in some parts when using the Blending Board with a projector in the classroom.

These recommendations served as my guide in making improvements and adjustments to the Blending Board to better align with user needs and expectations.

To ensure the launch of version v2 is even more flawless, I would like to highlight some solutions I recommend:

1. Adding customization options to the Blending Board, allowing users to tailor the application to meet dyslexic needs. This includes the ability to adjust font size, choose dyslexia-friendly colors, and enable voice options for letter and word recognition assistance.
2. Refining the previous design and testing it on various devices, including projectors. This will ensure that the Blending Board can be accessed effectively in various teaching settings. These solutions have yielded very positive results during testing with various stakeholders, including educators, parents, and children. They are highly satisfied and enthusiastic about these improvements, and we are confident that these are the best solutions to deliver in version v2.

Edward Orton-Gillingham has placed significant trust in the design framework they have developed, and they want to ensure that it can be implemented and delivered effectively. Therefore, they have once again entrusted me with the implementation process. I initiated this process by performing a “Hand-off,” where the agreed-upon design framework is handed over to the development team.

Next, I compiled comprehensive design documentation, detailing every aspect of the concept, including user interfaces, workflows, and the features to be implemented. Subsequently, the Front-End Custom Development and Back-End Custom Programming processes were carried out to create the application or platform in accordance with the agreed-upon design. During this process, I also ensured quality by regularly addressing bugs and maintaining the website, ensuring that the final product continues to operate smoothly and efficiently. All of these steps are part of my commitment to delivering the best solution to Edward Orton-Gillingham and ensuring that their vision is realized perfectly.

The impact of the Blending Board application from various perspectives is as follows:

Users:

1. Children with Dyslexia: The Blending Board application provides a highly beneficial solution for children with dyslexia. They can improve their reading, spelling, and writing skills more effectively, which, in turn, boosts their confidence in learning.
2. Educators: This application makes it easier for educators to teach the Orton-Gillingham method. They can easily access and use this tool to support students with language-based learning difficulties.
3. Parents: Parents of children with dyslexia have an effective tool to help their children succeed in literacy. They can support their children’s learning at home.

Edwards Orton-Gillingham Business:

1. Business Growth: The Blending Board application becomes EOG’s flagship product and helps grow their business. EOG increases its revenue through sales.
2. Enhanced Reputation: By providing an effective solution for children with dyslexia, EOG builds a reputation as a leader in education with the Orton-Gillingham approach and support for individuals with language-based learning difficulties.

Relationship between EOG and NYCDOE:

1. Partnership Growth: EOG has been a contracted vendor with NYCDOE for 10 years. The successful Blending Board application can strengthen this partnership as NYCDOE can see EOG’s commitment to inclusive education and the effective Orton-Gillingham approach.
2. Increased NYCDOE Support: NYCDOE can leverage this application to support students with dyslexia throughout their education system, enhancing their ability to provide inclusive education.

I am thrilled to have been able to contribute to solving literacy issues for children with dyslexia and supporting the world of education with the Orton-Gillingham Approach. Through the development of the Blending Board application and various implemented solutions, I hope to assist children with dyslexia in achieving success in literacy and supporting educators and parents in providing inclusive education. Education is the key to a bright future, and with hard work and dedication, we can make a positive difference in the lives of children with dyslexia.