Assistive Technologies for Dyslexia: Punctuation and its Interfaces with Speech

Abstract

Considering the well-documented issues of dyslexic students with the use of punctuation, the main purpose of this dissertation is to create a Computer-Assisted Language Learning (CALL) tool that assists dyslexic learners in improving their punctuation skills. This tool, called PunkBuddy, encompasses a Text-to-Speech (TTS) interface, a punctuation correction interface, and a chatbot. PunkBuddy is tailored to assist dyslexic students of English in Ireland on their transition from Primary School to the Junior Cycle. The dissertation presents the process of developing PunkBuddy on the basis of research findings. Examining the use of punctuation in textbooks and in real life, the dissertation first presents the findings of a text analysis, which are compared with the results of a perception test. The conclusion from this study was that there is a notable discrepancy between the prescribed use of punctuation in textbooks and the actual use of punctuation by expert native-speakers of English specifically trained to teach the language. The implication of these findings is that the design of CALL tools, such as PunkBuddy, should take into account these discrepancies and provide suggestions, rather than automatic corrections. In order to examine whether using TTS technologies for proof-listening would be suitable for dyslexic students, the dissertation summarises findings regarding prosodic sensitivity in dyslexia and the interfaces between prosody and punctuation. The results indicate that linguistic prosodic sensitivity is impaired in dyslexia and that prosodic skills are a predictor for punctuation skills. However, they also suggest that there is potential in using auditory training to improve prosodic sensitivity, an implication applicable to the design of PunkBuddy. Aiming to define the main objectives for the development of dyslexia software, the dissertation then outlines a resource audit reviewing relevant existing software. Stemming from this resource audit, a number of learner, task, and teacher desiderata are presented. Finally, the dissertation presents the development of PunkBuddy on the basis of the previous findings. Technical aspects and limitations are also discussed, suggesting improvements needed for future development.