engleski

Lock to unlock: Key for keywords in text

Linguistic adaptations and graphic adjustments, such as highlighting keywords, facilitate reading and comprehension, which can be used as a strategy to support reading tasks, especially for people with dyslexia (Rello et al., 2014). There is a great deal of research on natural language processing that focuses on the extraction of keywords for the purpose of text summarisation (D’Avanzo and Magnini, 2005). In the education of people with dyslexia, teachers are encouraged to highlight keywords to make texts more accessible (Hargreaves, 2007). However, highlighting keywords is often based on the personal choices rather than on general, scientifically based rules. To date, little attention has been paid to the effectiveness of highlighting keywords to facilitate the readability and comprehensibility of texts. The aim of this study was to investigate the general rules experts apply when highlighting keywords in texts. The participants were speech and language pathologists (SLP) who are experts in adapting materials for people with dyslexia (n=50). The control group consisted of other highly educated individuals from various academic disciplines (n=50). The participants were instructed to highlight keywords in the text. The material was a text fragment from the novel The Return of Filip Latinovicz written by Miroslav Krleža, which was used as the starting text for the Croatian language essay in the 2019 State Matura exam. This study is ongoing ; we will discuss the possible differences in the number and type of keywords highlighted by SLPs and the control group.

highlighting keywords ; dyslexia ; reading ; text Comprehension

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