Person:
Rello, Luz

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Luz
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Rello
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IE University
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IE Business School
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Information Systems and Technology
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Now showing 1 - 5 of 5
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    Publication
    Educational reinforcement measures in literacy: the case of the Dyslexia Aid program in the Comunidad de Madrid
    (Gobierno de Espana Secretaria de Estado de Comercio, 2021) Sevilla, Almudena; Cuevas Ruiz, Pilar; Sanz, Ismael; Rello, Luz; https://ror.org/02jjdwm75
    In this article,we evaluate the Dyslexia Aid program of the Community of Madrid in the 2018-2019 academic year,aimed at primary school students with reading and writing difficulties. The program consists of two tools: a) a test to check students who have literacy difficulties and b) up to 42,000 exercises on a digital platform to work and reinforce these skills. 7.55 % (n = 1,022) of the students had reading and writing difficulties. The results of the analysis show that there is no correlation between the participation of the school in the program and the performance of the students at these schools in the external and standardized tests of Mathematics and Language,but there is in the case of English. When disaggregating the results by gender,a strong and positive association of the Dyslexia Help project is observed for girls in Language arts and English (and,as one might expect,not so much in Mathematics),while for boys it is only significant in English. However,schools that participate in this intervention have better results and students from a higher socio-economic background. The different characteristics of the schools could explain their participation,which was voluntary,in the Dyslexia Aid program. The future line of research proposes to exploit through a differences-in-differences analysis that there has been a new call for the program in the 2021-2022 academic year,in which new schools have been incorporated. © 2021,Gobierno de Espana Secretaria de Estado de Comercio. All rights reserved.
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    Improving Reading Through Videogames and Digital Apps: A Systematic Review
    (Frontiers Media S.A., 2021) Ostiz Blanco, Mikel; Bernacer, Javier; García Arbizu, Irati; Díaz Sánchez, Patricia; Lallier, Marie; Arrondo, Gonzalo; Rello, Luz; Carnegie Mellon University; Universidad de Navarra; Fundación Caja Navarra; Fundación Banco Sabadell; https://ror.org/02jjdwm75
    Background: The use of electronic interventions to improve reading is becoming a common resource. This systematic review aims to describe the main characteristics of randomized controlled trials or quasi-experimental studies that have used these tools to improve first-language reading,in order to highlight the features of the most reliable studies and guide future research. Methods: The whole procedure followed the PRISMA guidelines,and the protocol was registered before starting the process (doi: 10.17605/OSF.IO/CKM4N). Searches in Scopus,PubMed,Web of Science and an institutional reference aggregator (Unika) yielded 6,230 candidate articles. After duplicate removal,screening,and compliance of eligibility criteria,55 studies were finally included. Results: They were research studies on improving first-language reading,both in children and adults,and including a control group. Thirty-three different electronic tools were employed,most of them in English,and studies were very diverse in sample size,length of intervention,and control tasks. Risk of bias was analyzed with the PEDro scale,and all studies had a medium or low risk. However,risk of bias due to conflicts of interest could not be evaluated in most studies,since they did not include a statement on this issue. Conclusion: Future research on this topic should include randomized intervention and control groups,with sample sizes over 65 per group,interventions longer than 15 h,and a proper disclosure of possible conflicts of interest. Systematic Review Registration: The whole procedure followed the PRISMA guidelines,and the protocol was registered before starting the process in the Open Science Framework (doi: 10.17605/OSF.IO/CKM4N). © Copyright © 2021 Ostiz-Blanco,Bernacer,Garcia-Arbizu,Diaz-Sanchez,Rello,Lallier and Arrondo.
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    Predicting risk of dyslexia with an online gamified test
    (Public Library of Science, 2020) Baeza Yates, Ricardo; Ali, Abdullah; Bigham, Jeffrey ; Serra, Miquel; Rello, Luz; National Science Foundation; Universidad San Jorge; https://ror.org/02jjdwm75
    Dyslexia is a specific learning disorder related to school failure. Detection is both crucial and challenging,especially in languages with transparent orthographies,such as Spanish. To make detecting dyslexia easier,we designed an online gamified test and a predictive machine learning model. In a study with more than 3,600 participants,our model correctly detected over 80% of the participants with dyslexia. To check the robustness of the method we tested our method using a new data set with over 1,300 participants with age customized tests in a different environment -a tablet instead of a desktop computer- reaching a recall of over 78% for the class with dyslexia for children 12 years old or older. Our work shows that dyslexia can be screened using a machine learning approach. An online screening tool in Spanish based on our methods has already been used by more than 200,000 people. © 2020 Rello et al. This is an open access article distributed under the terms of the Creative Commons Attribution License,which permits unrestricted use,distribution,and reproduction in any medium,provided the original author and source are credited.
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    Publication
    Medidas educativas de refuerzo en lectoescritura el caso del programa de Ayuda a la Dislexia en la Comunidad de Madrid
    (Ministerio de economia comercio y empresa, 2021-11-30) Rello, Luz; Sevilla, Almudena; Cuevas Ruiz, Pilar; Sanz, Ismael; https://ror.org/02jjdwm75
    En este artículo evaluamos el programa de Ayuda a la Dislexia de la Comunidad de Madrid en el curso 2018-2019 dirigido a alumnos de primaria con dificultades lectoescritoras. El programa consiste en dos herramientas: a) una prueba para comprobar los alumnos que presentan dificul-tades de lectoescritura, y b) hasta 42.000 ejercicios en una plataforma digital para trabajar y re-forzar esas competencias. Un 7,55 % (n=1,022) de los alumnos presentaban dificultades lectoes-critoras. Los resultados del análisis muestran que no existe correlación entre la participación del centro en el programa y el rendimiento de los alumnos de esos colegios en las pruebas externas y estandarizadas de Matemáticas y Lengua, pero sí para el caso de Inglés. Al desglosar los resulta-dos por género, se observa una asociación fuerte y positiva del proyecto Ayuda a la Dislexia para las chicas en Lengua e Inglés (y, como se podría esperar, no tanto en Matemáticas), mientras quepara los chicos solo es significativa en Inglés. No obstante, se ha comprobado que los centrosque participan en esta intervención tenían mejores resultados que los centros no tratados y que sus alumnos provienen de un entorno socioeconómico más elevado. Las diferentes características delos colegios tratados podrían explicar su participación, que era voluntaria, en el programade Ayuda a la Dislexia. La línea de investigación futura plantea explotar a través de un análisis de diferencias en diferencias que ha habido una nueva convocatoria del programa en el curso 2021-2022, en la que se han incorporado nuevos centros educativos para analizar si existe causalidad.
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    Publication
    A Universal Screening Tool for Dyslexia by a Web-Game and Machine Learning
    (Frontiers, 2022-01-03) Rello, Luz; Rauschenberge, Maria; Baeza Yates, Ricardo; https://ror.org/02jjdwm75
    Children with dyslexia have difficulties learning how to read and write. They are often diagnosed after they fail school even if dyslexia is not related to general intelligence. Early screening of dyslexia can prevent the negative side effects of late detection and enables early intervention. In this context, we present an approach for universal screening of dyslexia using machine learning models with data gathered from a web-based language-independent game. We designed the game content taking into consideration the analysis of mistakes of people with dyslexia in different languages and other parameters related to dyslexia like auditory perception as well as visual perception. We did a user study with 313 children (116 with dyslexia) and train predictive machine learning models with the collected data. Our method yields an accuracy of 0.74 for German and 0.69 for Spanish as well as a F1-score of 0.75 for German and 0.75 for Spanish, using Random Forests and Extra Trees, respectively. We also present the game content design, potential new auditory input, and knowledge about the design approach for future research to explore Universal screening of dyslexia. universal screening with language-independent content can be used for the screening of pre-readers who do not have any language skills, facilitating a potential early intervention.