A case study is presented, showing results and discussion of a procedure followed to help the reading from chalkboards. A conceptual model of words hierarchy is presented for the usual reading. The difficulty of locating the relevant word in a board or page is considered in the context of this model. A device named shortly “Line Finder” is then proposed as a help to maintain the correct sequence of words in a line when reading from the chalkboard. The results are discussed considering 1) a positive effect of the device, and 2) the possibility of increasing attention of the child during the experiment, which may affect the conclusions. The first results are positive, but the two possibilities point to the convenience of more studies, in order to allow comparisons and statistical analyses. To obtain a proper exploratory prototype for the device, the joint work of professionals of different areas was necessary (in this case, pharmacy linked to education, and engineering). The methodology followed in the case study is described, allowing easy reproductions.

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