Honours Project

Alphabet Soup addresses the stigma of dyslexia through inclusive, multisensory games designed for young learners. As a dyslexic individual, I understand how confidence and support shape success. This project challenges misconceptions about dyslexia by empowering students to embrace their unique strengths. Using playful, tactile learning tools,"Alphabet Soup fosters empathy and collaboration, creating a classroom environment where all learners—neurodivergent and neurotypical—can thrive together.

Letter Stew

Letter Stew immerses learners in tactile letter recognition by having them reach into a bucket of water to feel and select letters with a soup ladle. This hands-on experience supports dyslexic students by focusing on the brain's touch-based sensory networks, promoting stronger letter-sound associations. Dyslexic learners benefit from feeling letter shapes, making abstract concepts tangible, and activating sensory-motor pathways that improve memory retention and boost literacy confidence. while working in a safe low pressure

Word Dough

Word Dough invites creativity while strengthening literacy skills. By stamping letters into dough, students get a dual sensory experience of touch and sight, which is particularly beneficial for dyslexic learners who often struggle with traditional print-based activities. This playful, multisensory approach engages areas of the brain linked to visual-spatial skills and fine motor development, making learning feel intuitive, tactile, and creatively rewarding—empowering all learners to connect with words through hands-on, sensory-rich activities.

Pasta Twist

This game transforms letters into a dynamic, physical experience. As students spin the wheel, and engage their bodies, they build letter-sound recognition through movement—benefiting dyslexic learners by tapping into muscle memory and kinesthetic learning. By combining physical activity with letter practice, Pasta Twist leverages the link between motor and language processing pathways in the brain, enhancing retention and reinforcing literacy skills through active, full-body engagement. While allowing non-dyslexic students to see dyslexic students use there strengths.