DysLexLens: A Low-Resource LLM Framework for Analysing Dyslexic Learners Insights from Online Forums
Authors: Dana Rezazadegan, Atie Kia, Phongpadid Nandavong, Dominique Carlon, Jeremy Nguyen, Abhik Banerjee, James Marshall, Anthony McCosker, +1 more
Organizations: Swinburne University of Technology Melbourne, VIC, Australia
Abstract
Dyslexic learners increasingly use artificial intelligence (AI) tools to support reading, writing, organisation, and study-related tasks. However, their lived experiences with these tools remain largely underexamined. This paper proposes DysLexLens, a low-resource LLM framework, designed to analyse dyslexic learners experience with AI through online forum discussions. DysLexLens is designed as an end-to-end, evidence-traceable architecture which transforms noisy social media posts into a dictionary-driven corpora, provides knowledge-graph (KG)-based question reasoning, generates verifiable query responses, and enables response evaluation through quantitative and human-grounded assessment. DysLexLens has four key features. First, it employs a dictionary-driven filtering method to construct a more focused Reddit corpus on dyslexia and AI, filtering out noisy and weakly related posts to improve the relevance of data collected from low-resource forum contexts. Second, it integrates LLM-assisted semantic analysis with KG-based query reasoning to uncover meaningful patterns. Third, it has quantitative evaluation metrics (RAGAS and Query Robustness) to measure LLM-generated response performance. Fourth, it provides structured qualitative validation guidelines for assessing response quality, with a specific focus on hallucination and evidence alignment. We demonstrate the effectiveness of DysLexLens using dyslexia-related Reddit forum data and 30 questions. The results show its potential generalisability to other low-resource forum data contexts. DysLexLens, sample data, questions and evaluation results are available at Github to support reproducibility.
Low-resource languages face a critical challenge in AI development: creating specialized conversational systems without access to massive training corpora. We present a systematic methodology for transforming structured linguistic resources into specialized AI systems, demonstrating that expert-curated lexical databases can serve as effective foundations for conversational AI development. Our approach converts Hindi WordNet into 1.25 million diverse instruction-response pairs, fine-tunes a 12B-parameter language model using resource-efficient LoRA with 4-bit quantization. Evaluation through a Hindi language learning chatbot demonstrates that structured-knowledge-based systems achieve superior pedagogical effectiveness (91.0 vs. 79.4-83.6 for general-purpose models) while maintaining competitive semantic performance and exceptional consistency. The complete pipeline demonstrates a proof-of-concept methodology using Hindi for developing specialized AI systems for any languages with WordNet resources. This work addresses the critical gap in AI accessibility for low-resource languages, offering a practical alternative to corpus-intensive approaches and potentially enabling specialized AI development for the hundreds of languages with existing WordNet resources.
How can language learning systems be developed for languages that lack sufficient training resources? This challenge is increasingly faced by developers across the African continent who aim to build AI systems capable of understanding and responding in local languages. To address this gap, we introduce AFRILANGDICT, a collection of 194.7K African language-English dictionary entries designed as seed resources for generating language-learning materials, enabling us to automatically construct large-scale, diverse, and verifiable student-tutor question-answer interactions suitable for training AI-assisted language tutors. Using AFRILANGDICT, we build AFRILANGEDU, a dataset of 78.9K multi-turn training examples for Supervised Fine-Tuning (SFT) and Direct Preference Optimization (DPO). Using AFRILANGEDU, we train language tutoring models collectively referred to as AFRILANGTUTOR. We fine-tune two multilingual LLMs: Llama-3-8B-IT and Gemma-3-12B-IT on AFRILANGEDU across 10 African languages and evaluate their performance. Our results show that models trained on AFRILANGEDU consistently outperform their base counterparts, and combining SFT and DPO yields substantial improvements, with gains ranging from 1.8% to 15.5% under LLM-as-a-judge evaluations across four criteria. To facilitate further research on low-resource languages, all resources are available at https://huggingface.co/afrilang-edu.
Tadesse Destaw Belay, Shahriar Kabir Nahin, Israel Abebe Azime +6
Large Language Models (LLMs) can strongly shape social discourse, yet datasets investigating how LLM outputs vary across controlled social and contextual prompting remain sparse. Cognitive Digital Shadows (CDS) is a 190,000-record synthetic corpus supporting analyses of LLM-generated discourse. Each CDS record is generated by one of 19 LLMs, prompted to shadow either a human persona or an AI-assistant role. CDS contains LLM responses on 4 controversial societal topics: vaccines/healthcare, social media disinformation, the gender gap in science, and STEM stereotypes. Persona-conditioned records encode 17 sociodemographic and psychological attributes, providing data linking LLMs' prompts, language, stances and reasoning. Texts are validated for topic anchoring and can support emotional analyses via interpretable NLP (e.g. textual forma mentis networks). CDS is enriched by a pooling platform with user-friendly dashboards, enabling easy, interactive group-level comparisons of emotional and semantic framing across personas, topics and models. The CDS prompting framework supports future audits of LLMs' bias, social sensitivity and alignment.