http://www.iaeme.com/IJEET/index.asp 211 editor@iaeme.com International Journal of Electrical Engineering and Technology (IJEET) Volume 11, Issue 2, March-April 2020, pp. 211-218, Article ID: IJEET_11_02_026 Available online at http://www.iaeme.com/IJEET/issues.asp?JType=IJEET&VType=11&IType=2 ISSN Print: 0976-6545 and ISSN Online: 0976-6553 Journal Impact Factor (2020): 10.1935 (Calculated by GISI) www.jifactor.com © IAEME Publication A COMPREHENSIVE STUDY OF AUDIO VISUAL AIDS FOR DYSLEXIC CHILDREN Manasa R, Ritika Shukla and Budhaditya Bhattacharyya Department of Electronics and Communication, School of Electronics Engineering, Vellore Institute of Technology, Vellore, Tamil Nadu, India Radhika Agarwal Department of Biotechnology, School of Bio Sciences and Technology, Vellore Institute of Technology, Vellore, Tamil Nadu, India ABSTRACT Dyslexics face problems such as difficulty in reading, writing, listening, phonetic decoding, time management, organizational ability and paying attention even though they have similar intelligence levels as ordinary people. Extensive studies have been conducted to prove that audio-visual learning aids can help dyslexic children to a great extent. Audio and visuals help the children to create better connections in their brain. This not only makes their learning an easier process but is also an engaging and interactive way to introduce new concepts to the dyslexic children. The indulgence of the current generation in ICT (Information and communications technology) devices can be efficiently put to use to develop an exceptional assistive tool. This paper discusses the various audiovisual learning aids proposed. In the end, we have proposed a new learning aid that makes use of Generative Adversarial Networks. Keywords: Dyslexia, Audio-Visual, GANs, Multisensory, Assistive Technology, Tangible, Orton Gillingham approach, Interactive Multimedia, K-Nearest Neighbours. Cite this Article: Manasa R, Ritika Shukla, Budhaditya Bhattacharyya and Radhika Agarwal, A Comprehensive Study of Audio Visual Aids for Dyslexic Children, International Journal of Electrical Engineering and Technology, 11(2), 2020, pp. 211-218. http://www.iaeme.com/IJEET/issues.asp?JType=IJEET&VType=11&IType=2 1. INTRODUCTION In our current day education system, a vast majority of teaching is done through words. For children with dyslexia, words are huge learning barriers. It should be taken into consideration that the symptoms of dyslexia are not limited to literacy problems. They face a multitude of problems ranging from insufficient phonological processing abilities to short-term memory. It should be understood that dyslexia is not necessarily a disadvantage. Dyslexics have a very