TERENCE

The skills and reading comprehension strategies are developed especially from the age of 7 to 11, when children become independent readers. Nowadays, more children demonstrate clear comprehension difficulties, despite the communication and cognitive skills such as vocabulary development. These children are about 5% or 10% of novice readers. This estimation increases drastically when we consider the population of people with hearing difficulties. The consequences of these understaing problems go beyond mere literary skills, and can have a negative impact in the student's progression, in the learning environment or even in self-esteem.

In particular, reading comprehension depends on the events narrated in the books, that can be presented at different times, in order to construct a coherent representation of the narrative progression. The relationships between events of a story can be of different types, causal, temporal, spatial, etc. In addition, the illustrations allows to build relationships between different events.

The project considers these restrictions when presenting the stories and games, by representing causal and temporal relations, as well as reasoning with events of the story. Thus, children are provided a context to connect causal-efect events, and time to develop their skills.

Likewise, visualization is a key point of this project, as may be very helpful in the learner comprehension and even the motivation to improve their level. There are two main points, viewing games and viewing of the stories.