Esto permitió estimar la presencia en la Web de textos escritos por personas con dislexia. Primero estudiamos como las personas con dislexia identifican los errores en un texto y analizamos sus errores escritos. El objetivo de esta tesis es mejorar la accesibilidad textual de las personas con dislexia, combinando métodos de validación de interacción persona-ordenador y técnicas de procesamiento del lenguaje natural. Un 10% de la población mundial tiene dislexia, una dificultad de aprendizaje de origen cognitivo que reduce la legibilidad y la comprensión de la información escrita. Els resultats obtinguts i els recursos creats han donat lloc a un model, DysWebxia, en el qual es proposen recomanacions que s’han integrat satisfacto`riament en quatre aplicacions. Havent determinat els paràmetres rellevants per a la presentació del text i la modificació dels continguts, vam implementar un sistema de simplificació lèxica. Un cop establert que els errors dislèctics responen a trets relacionats amb la presentació i el contingut del text, vam realitzar experiments mitjan ̧cant el seguiment de la mirada per a descobrir quines condicions milloren la llegibilitat i la comprensió. Vam estudiar com identifiquen els errors d’un text les persones amb dislèxia i vam analitzar els seus errors d’escriptura això va servir per a estimar la presència a la web de textos escrits per persones amb dislèxia. L’objectiu de la tesiés millorar l’accessibilitat textual de les persones amb dislèxia, combinant mètodes de validació de la interacció persona-ordinador i tècniques de processament del llenguatge natural. Un 10% de la població mundial té dislèxia, una dificultat cognitiva que redueix la llegibilitat i la comprensió de la informació escrita. Finally, the results of the investigation and the resources created, lead to a model, DysWebxia, that proposes a set of recommendations that have been successfully integrated in four applications. After finding the relevant parameters for text presentation and content modification, we implemented a lexical simplification system. After concluding that dyslexic errors relate to presentation and content features of text, we carried out a set of experiments using eye tracking to determine the conditions that led to improved readability and comprehension. Their written errors were analyzed and used to estimate the presence of text written by individuals with dyslexia in the Web. In the initial phase of this study we examined how people with dyslexia identify errors in written text. The goal of this thesis is to make text more accessible for people with dyslexia by combining human computer interaction validation methods and natural language processing techniques. It is particularly challenging to make interactive features within text-based learning material accessible.Worldwide, 10% of the population has dyslexia, a cognitive disability that reduces readability and comprehension of written information. In many instances a more simplified version of the text may be more useful to a wider range of users. With very complex texts, it is important to know who the target audience is and structure it accordingly. The more complex the visual layout (tables, footnotes, boxes, icons, etc.), the more important it is to indicate the logical reading order within the structure. A properly structured document can be easily converted to the format that is preferred by the user for example, a well-structured text document can be read out loud and navigated by screen readers or other assistive technologies, maintaining the logical order embedded in the text. Textual information is structured by logically labelling different elements within it, such as sequential use of headers, captions and tables. Structuring textual information (a text) is essential in order to make it accessible to all users. Second, it allows a different user to transfer the text to a different format more easily. First, it makes it easier for any user, including those using assistive technologies, to find their way around it. Once structure is applied, a document’s accessibility is enhanced in two ways. Each element that is important – for example, chapter heading, table, figure, exam question – may be given certain attributes and labelled. In an exam paper it could refer to the individual questions. Each chapter heading and any sub-headings are set out in the table of contents, just as they are in this document. When it comes to text accessibility, structure has a slightly different meaning: it refers to what makes it easy to navigate around that text. ![]() ‘Text structure’ usually refers to whether the paragraphs are in the right order for the user to follow, making it easier to read. One of the most important issues in making text accessible is its structure and the ability to navigate it (navigability).
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