The document discusses estimating the amount of dyslexic text on the web. It begins by defining dyslexia and explaining why detecting dyslexic text is important. It then describes how the study was conducted, including selecting dyslexic error samples and using search engines to estimate error frequencies. The results suggest dyslexic text makes up at least 0.005% of web pages. It concludes the amount of dyslexic text is lower than expected, possibly due to spell checkers, and identifies words that could help detect dyslexic users to improve accessibility.
Luz Rello, Gaurang Kanvinde & Ricardo Baeza Yates-Layout Guidelines for Web T...Luz Rello
In this paper, we offer set of guidelines and a web service that presents Web texts in a more more accessible way to people with dyslexia. The layout guidelines for developing this service are based on a user study with a group of twenty two dyslexic users. The data collected from our study combines qualitative data from interviews and questionnaires and quantitative data from tests carried out using eye tracking. We analyze and compare both kinds of data and present a set of layout guidelines for making the text Web more readable for dyslexic users. To the best of our knowledge, our methodology for defining dyslexic-friendly guidelines and our web service are novel.
Ricardo Baeza-Yates, Luz Rello - Lexical Quality of Social Media - ICWSM - FO...Luz Rello
In this study we present an analysis of the lexical quality of social media in the Web, focusing on the Web 2.0, social networks, blogs and micro-blogs, multimedia and opinions. We find that blogs and social networks are the main players and also the main contributors to the bad lexical quality of the Web. We also compare our results with the rest of the Web finding that in general social media has worse lexical quality than the average Web and that their quality is one order of magnitude worse than high quality sites.
A review of dyslexia in dyslexia across different languages, the characteristics that distinguish these students with dyslexia from ELLs without dyslexia and the teaching strategies that work with both groups.
Luz Rello, Gaurang Kanvinde & Ricardo Baeza Yates-Layout Guidelines for Web T...Luz Rello
In this paper, we offer set of guidelines and a web service that presents Web texts in a more more accessible way to people with dyslexia. The layout guidelines for developing this service are based on a user study with a group of twenty two dyslexic users. The data collected from our study combines qualitative data from interviews and questionnaires and quantitative data from tests carried out using eye tracking. We analyze and compare both kinds of data and present a set of layout guidelines for making the text Web more readable for dyslexic users. To the best of our knowledge, our methodology for defining dyslexic-friendly guidelines and our web service are novel.
Ricardo Baeza-Yates, Luz Rello - Lexical Quality of Social Media - ICWSM - FO...Luz Rello
In this study we present an analysis of the lexical quality of social media in the Web, focusing on the Web 2.0, social networks, blogs and micro-blogs, multimedia and opinions. We find that blogs and social networks are the main players and also the main contributors to the bad lexical quality of the Web. We also compare our results with the rest of the Web finding that in general social media has worse lexical quality than the average Web and that their quality is one order of magnitude worse than high quality sites.
A review of dyslexia in dyslexia across different languages, the characteristics that distinguish these students with dyslexia from ELLs without dyslexia and the teaching strategies that work with both groups.
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Tanzeela Abid & Dr. Habibullah Pathan,
English Language Development Centre, Faculty of Science, Technology and Humanities, Mehran University of Engineering and Technology, Pakistan
This is an exploratory study and qualitative in nature. Unit of exploration is ‘Adult Broca’s Aphasic Patients.’ This paper aims to explore the function and integrity of ‘Speech Therapy’ for adult Broca’s aphasia. Aphasia is the after-effect of brain damage, commonly found in left hemisphere which disrupts language faculty. The present study focuses on ‘Lexical’ aspect of language in which an individual faces trouble in processing of words. In Broca’s aphasia affected individual suffers from diminished capability of speaking/communication. To recover such diminished capabilities, speech therapy is utilized. This study intends to investigate the effectiveness of speech therapy that how speech therapy helps to adult Broca’s aphasia to recover their speaking or conversing skills? Participants of the study are ‘Speech therapists.’ Purposeful sampling, particularly Snowball sampling has been undertaken. Semi-structured interviews have been conducted from five speech therapists, which have been analyzed through thematic analysis under the light of ‘Sketch Model’ given by De ruiter and De beer (2013). The Findings of the study suggest that speech therapy may be proved helpful for Broca’s aphasia to recover their communicating capabilities but it requires much time (minimum 6 months). Moreover, recovery depends upon certain factors such as age, level of disorder and willingness.
Keywords: Broca’s Aphasia, Lexical Deficit, Speech Therapy, Communication, Speaking Skills
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
المجلد: 2 ، العدد: 3 ، مجلة الأهواز لدراسات علم اللغة
مجلة الأهواز لدراسات علم اللغة
(مجلة فصلية دولية محكمة)
(ISSN: 2717-2716)
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.AJLS.IR
ترحب المجلة بجميع الباحثين في مجال اهتمامها العلمي والبحثي في احد المحاور المذکورة أدﻧﺎه بإحدی اللغات التالیة: العربیة، الإنجلیزیة و الفارسیة:
أ) اللغات و اللهجات (القضايا الراهنة بلسانیات اللغة)
ب) علم اللغة (القضايا الراهنة بعلم اللغة)
ج) الأدب (القضاية الراهنة بالأدب العربي، الإنجليزي، و سائر اللغات)
د) الترجمة (القضاية الراهنة بترجمة اللغات)
ه) القضايا الراهنة بلسانیات القرآن الکریم
و) القضايا الراهنة لتعلیم اللغات لغير الناطقين بها
ز) تعليم، برمجة و تقييم برامج تعليم و تعلم اللغات
ح) الاستراتيجيات، إمكانیات و تحديات التسويق وريادة الأعمال فی اللغات المتنوعة
ط) القضايا الراهنة بلسانیات النصوص و الخطاب الديني، الاقتصادی، الاجتماعي، القانوني، و ...
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل علی الواتس اب : 9165088772(98+)
البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
Vol. 2, No. 3 , Ahwaz Journal of Linguistics Studies
Ahwaz Journal of Linguistics Studies
(Peer-Reviewed International Quarterly Journal)
(ISSN: 2717-2643)
For more information, please visit the journal website:
WWW.AJLS.IR
The journal welcomes submissions in English, Arabic or Persian in any of the relevant fields:
A) Linguistics (Any issue related to either theoretical or applied linguistics)
B) Languages and dialects (Any linguistic issue related languages and dialects)
C) Translation (Any translation and interpreting issue related to languages and dialects)
D) Religious linguistics (Any linguistic study related to religious texts and speeches)
Please feel free to write if there is any query.
The AJLS Secretariat,
Ahwaz 61335-4619 Iran
Tel: (+98) 61-32931199
Fax: (+98) 61-32931198
Mobile: (+98) 916-5088772 (WhatsApp Number)
Email: info@pahi.ir
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Tanzeela Abid & Dr. Habibullah Pathan,
Mehran University of Engineering and Technology, Pakistan
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Laura and Joep's presentation (Mextesol Puebla, 2014) about what dyslexia is (and what it isn't), how to recognize the symptoms in your classroom, and how to help learners.
LdEduTalk - Learning To Read - Will My Child Ever Learn to Read?LdEduTalk
The Miracle of Reading
Will my child ever learn to read?
For some kids, the hardest thing they ever do will be learning how to read. Find out the warning signs that you - and your child's teacher - should be watching for and why these are important in terms of the process of learning to read. It is difficult to know if you should be concerned and seek out support, or relax and give your child time but the bottom line is - the sooner difficulties are picked up on, the better.
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Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
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Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
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English Language Development Centre, Faculty of Science, Technology and Humanities, Mehran University of Engineering and Technology, Pakistan
This is an exploratory study and qualitative in nature. Unit of exploration is ‘Adult Broca’s Aphasic Patients.’ This paper aims to explore the function and integrity of ‘Speech Therapy’ for adult Broca’s aphasia. Aphasia is the after-effect of brain damage, commonly found in left hemisphere which disrupts language faculty. The present study focuses on ‘Lexical’ aspect of language in which an individual faces trouble in processing of words. In Broca’s aphasia affected individual suffers from diminished capability of speaking/communication. To recover such diminished capabilities, speech therapy is utilized. This study intends to investigate the effectiveness of speech therapy that how speech therapy helps to adult Broca’s aphasia to recover their speaking or conversing skills? Participants of the study are ‘Speech therapists.’ Purposeful sampling, particularly Snowball sampling has been undertaken. Semi-structured interviews have been conducted from five speech therapists, which have been analyzed through thematic analysis under the light of ‘Sketch Model’ given by De ruiter and De beer (2013). The Findings of the study suggest that speech therapy may be proved helpful for Broca’s aphasia to recover their communicating capabilities but it requires much time (minimum 6 months). Moreover, recovery depends upon certain factors such as age, level of disorder and willingness.
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The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
المجلد: 2 ، العدد: 3 ، مجلة الأهواز لدراسات علم اللغة
مجلة الأهواز لدراسات علم اللغة
(مجلة فصلية دولية محكمة)
(ISSN: 2717-2716)
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.AJLS.IR
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أ) اللغات و اللهجات (القضايا الراهنة بلسانیات اللغة)
ب) علم اللغة (القضايا الراهنة بعلم اللغة)
ج) الأدب (القضاية الراهنة بالأدب العربي، الإنجليزي، و سائر اللغات)
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ح) الاستراتيجيات، إمكانیات و تحديات التسويق وريادة الأعمال فی اللغات المتنوعة
ط) القضايا الراهنة بلسانیات النصوص و الخطاب الديني، الاقتصادی، الاجتماعي، القانوني، و ...
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل علی الواتس اب : 9165088772(98+)
البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
Vol. 2, No. 3 , Ahwaz Journal of Linguistics Studies
Ahwaz Journal of Linguistics Studies
(Peer-Reviewed International Quarterly Journal)
(ISSN: 2717-2643)
For more information, please visit the journal website:
WWW.AJLS.IR
The journal welcomes submissions in English, Arabic or Persian in any of the relevant fields:
A) Linguistics (Any issue related to either theoretical or applied linguistics)
B) Languages and dialects (Any linguistic issue related languages and dialects)
C) Translation (Any translation and interpreting issue related to languages and dialects)
D) Religious linguistics (Any linguistic study related to religious texts and speeches)
Please feel free to write if there is any query.
The AJLS Secretariat,
Ahwaz 61335-4619 Iran
Tel: (+98) 61-32931199
Fax: (+98) 61-32931198
Mobile: (+98) 916-5088772 (WhatsApp Number)
Email: info@pahi.ir
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Tanzeela Abid & Dr. Habibullah Pathan,
Mehran University of Engineering and Technology, Pakistan
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9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
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The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
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Major cyber events in 2024
Malware and malicious payload trends
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Ricardo Baeza-Yates, Luz Rello - Estimating Dyslexia in the Web - W4A - 2011
1. Estimating Dyslexia in the Web
Ricardo Baeza-Yates Luz Rello
Yahoo! Research & Web Research and
Web Research Group, NLP Groups
Pompeu Fabra University, Pompeu Fabra University,
Barcelona, Spain Barcelona, Spain
W4A 2011, Hyderabad
2. Outline
Outline
— What
— Why
to distinguish dyslexic errors
— How to build a sample
to measure dyslexia
— Results
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
3. What
Outline
Dyslexia is a neurologically-based disorder which
Dyslexia interferes with the acquisition and processing of
language. It manifests itself with difficulties in
receptive and expressive language, including
phonological processing, in reading, writing, spelling
(The Boder’s Test and handwriting and sometimes in arithmetic.
of Reading-Spelling
Patterns) (Committee of Members Orton
Dyslexia Society. Definition of
Dyslexia, 1994.)
The largest of the three subtypes of dyslexia that
Dysphonetic the author presents. Dysphonetic dyslexia is
dyslexia viewed as a disability in associating symbols with
sounds. The misspellings typical of this disorder
are due to phonetic inaccuracy. (Boder &
Jarrico, 1982)
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
4. Why
Outline
There is a universal neuro-cognitive basis for
dyslexia.
(Paulesu et al. 2001)
It manifestations are culture-specific due to
All languages different orthographies.
(Alegria, 2006)
English is a language with deep orthography,
the mapping between letters, speech sounds, and
whole-word sounds is often highly ambiguous and
therefore dyslexics examples are more
widespread than in other languages with
transparent or shallow orthography.
(Paulesu et al. 2001)
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
5. Why
Outline
Researchers estimate that 10-17% of the population
in the U.S.A. has dyslexia and only 30% of dyslexics
have trouble with reversing letters and numbers. On
the other hand, the level of dyslexia in other regions
such as Europe or China is lower.
Frequent
(H. Meng et al., 2005)
There are around 38 million of dyslexics in Europe.
(Ruiz del Árbol, 2008)
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
6. Why
Outline
Detecting the presence of dyslexic texts in the Web helps us
to know the real impact of dyslexia in the Web as well as
to value dyslexic-accessible practices.
Useful There is a common agreement in these studies that the
application of dyslexic-accessible practices benefits also the
readability for non-dyslexic users as well as other users
with disabilities such as low vision. (McCarthy & Swierenga, 2010)
(Evett & Brown, 2005)
Spelling error rates has proven to be a useful index for
website content quality.
(Gelman & Barletta, 2008)
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
7. Why
Outline
Estimating dyslexia in a group of web pages depending
on their domain.
(Ringlstetter et al. 2006)
Novel
This is the first attempt to estimate the amount of
texts containing English dyslexic errors in the Web.
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
8. How
Outline
Two examples of dyslexic texts
There seams to be some confusetion. Althrow
he rembers the situartion, he is not clear on
z
detailes. With regard to deleteing parts,
could you advice me of the excat nature of the
promblem and I will investgate it imeaditly.
I halve a spelling chequer
It cam with my pea see
Eye now I’ve gut the spilling rite
Its plane fore al too sea ... I
ts latter prefect awl the weigh
My chequer tolled mi sew.
(Pedler, 2007)
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
9. How
Outline
How many kinds of errors can be produced by a dyslexic?
Simple errors 53%
Multi errors 39%
Word boundary errors 8%
——
100%
dyslexic
errors Real-word errors 17%
Non-word errors 83%
——
100%
First letter errors 5%
(Pedler, 2007)
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
10. How
Outline
How many kinds of errors in the Web?
1. Dyslexic errors: Among the different kinds of errors commonly made made by
dyslexics (i.e. unfinishedwords or letters, omitted words, inconsistent spaces
between words and letters (Vellutino, 1979). *reiecve instead of receive
2. Regular spelling errors produced by non-impaired native English individuals,
such as the transposition error, i.e. *recieve.
3. Regular typos caused by the adjacency of letters in the keyboard, i.e. *teceive.
4. OCR errors, due to letters of similar shape, such as *ieceive.
5. Errors made by non-native speakers who use English as a foreign
language. For example, *receibe is a typical error made by Spanish learners of
English, since the graphemes ‘b’ and ‘v’ are pronounced as /b/, and
the phoneme /v/ does not exist in the standard Spanish phonemic system.
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
11. How
Outline
Selection criteria
To avoid the overlap of dyslexic errors and other errors:
— We consider only words written by dyslexics containing multi-
errors, that is, the dyslexic word differs from the intended correct
word by more than one letter. For example, the dyslexic word
*konwlegde from knowledge.
To avoid the overlap of dyslexic errors and real words:
— Errors which coincide with other existing words in English are
omitted, i.e. *trust being the intended word truth.
— Errors which give as a result a proper name are also filtered, for
instance the typo *wirries from worries is also a proper name.
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
in the
12. How
Outline
Selection criteria
— All the dyslexic spelling errors are extracted from samples of text written by adults
with diagnosed dyslexia (extracted from a corpus compiled for this purpose) and from
literature (Pedler, 2007).
— Among the dyslexic errors, we take in account the ones which include the letters
that produce more confusion among dyslexic individuals, such as ‘b’, ‘d’, ‘p’, ‘m’, ‘n’,
‘u’ and ‘w’ together with other similar looking letters. For instance, it is specially
frequent to find reversals of similar letters, such as ‘b’ and ‘d’ (Deloche et al. 1982).
i.e. *impossidle being the intended word impossible.
— Errors due to homophone confusion, that is words which have a similar
pronunciation (Pedler, 2007), are not selected even though 15% of the dyslexic errors
presented homophone confusion in a corpus of dyslexic texts (witch and which).
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
13. How
Outline
Sample D, an example for the word comparison
1. Dyslexic error: *comaprsion.
2. Spelling errors: *comparision, *conparison and *coparison.
3. Typos: *vomparison, *xomparison, *cimparison, *cpmparison,
*conparison, *co,parison, *comoarison, *com[arison,
*comprison, *compsrison, *compaeison, *compatison,
*comparuson, *comparoson, *compariaon,*comparidon,
*comparisin, *comparispn, *comparisob and *comparisom.
4. OCR errors: *compaiison and *comparisom.
5. Non-native speakers *comparition and *comparizon.
errors:
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
14. How
Outline
Sample D, dyslexic errors
comparison *comaprsion
understanding *understangind
knowledge *knwolegde
impossible *inpossbile
tomorrow *torromow
worries *worires
explain *exaplin
interesting *intersenting
situation *situartion
confusion *confusetion
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the
15. How
Outline
Estimating Dyslexia in the Web
— Let us define:
f : fraction of Web pages with lexical errors.
d : fraction of dyslexic errors among all lexical errors.
— Then, the fraction of Web pages with dyslexia is f × d.
— We find a lower bound for f and d, to obtain a lower bound for the
fraction of dyslexic pages in the Web.
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
16. How
Outline
Estimating Dyslexia in the Web
— We use the main search engines (Bing, Google and Yahoo!)
to estimate the document frequency of a word.
— Each of the words in our list is searched only in English web
pages to avoid cases of wrong words that may have a meaning
in other language.
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
17. How
Outline
Estimating Dyslexia in the Web
— We bound the relative fraction of documents with lexical error, f, by
using a sample of frequent words that appear in most documents,
usually called stopwords in information retrieval (becuase, trhough, etc.).
— We use the largest relative fraction of misspells for all these words to
estimate f, as we cannot assume that all of them appear in different pages.
— To bound d we do the same frequency search with a sample of non-
frequent words (Sample D) where we can distinguish the different types of
errors without ambiguity.
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
18. Results
Outline
Estimating Dyslexia in the Web
Range of percentages and average for the
different error classes.
We use the real document frequencies of the terms from one of
the search engines to validate the results obtained, finding very
similar results.
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
19. Results
Outline
Estimating Dyslexia in the Web
— From the sample D, the percentage of dyslexic errors among all
lexical errors is very low with an average of 0.67%
— From Pedler (2007), only 39% of dyslexics errors are multi-errors
— This implies that the lower bound is at least d/0.39, but we can
safely use a factor of 3 to correct this fact.
— We have that f is at least 0.27% from the word becuase.
— Then, we can estimate d as 2.01%.
— Lower bound for dyslexia in the Web is 0.005%.
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
20. Conclusions
Outline
• The amount of dyslexic texts in the Web is not as large as it could
be. This suggests the idea that the widespread use of spell checkers
ameliorates dyslexia in the Web.
• Particular words can be used to detect dyslexic texts, and hence
dyslexic users. This can be used to improve Web accessibility as
well as future spell checkers or other tools targeted to dyslexic users.
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
21. Conclusions
Outline
• Since this is the first attempt to estimate text written by dyslexics
individuals in the Web, a comparison with previous work is not possible.
• Previous research on dyslexia reveals that error frequency is related
with word length (Pedler, 2007). Short words such as there, where, form,
etc. are misspelled much more frequently in dyslexic texts than long words
like the ones used in our experiments. Hence, we can do a better estimation
by using a larger sample of stopwords as well as long dyslexic words.
• As a byproduct we have found that other types of errors are much more
frequent in the Web and this can be used to assess the quality of Web
text.
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
22. On-going Work
Outline
New methodology.
Sample enlarged to 50 words.
Real data extracted from a leading search engine.
Up-down/Left-right typos.
New lower bound: 0.8 % (16 times better).
Range of percentages and average for the
different error classes.
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
23. Future Work
Outline
1 — Identification of dyslexic errors. Dyslexia diagnosis.
2 — NLP techniques for making text more accessible for
dyslexic users.
3 — Web quality estimation (Gelman & Barletta, 2008),
across countries, domiens and social media.
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web
24. Outline
Zank u beri mach
Ricardo Baeza-Yates and Luz Rello W4A 2011, Hyderabad Estimating Dyslexia in the Web