An investigation into the effects that digital media can have on the learning outcomes of individuals who have dyslexia

Beacham, Nigel; Alty, James L.

doi:10.1016/j.compedu.2004.10.006

Cited by 59 publications

(38 citation statements)

References 11 publications

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“…In two controlled trials, participants with dyslexia and autism performed better when they used text only interfaces. Students with dyslexia using ''text only'' to learn statistics improved more than those that used ''text and diagrams'' or ''sound and diagrams'' [42], and children with autism performed poorer when they used richer multimedia interfaces (text, speech, and images) while their performance improved when they used a simple interface (text only) [43]. Contrary findings have been reported among participants with learning disabilities.…”

Section: Multimedia Interfacescontrasting

confidence: 42%

Accessibility to electronic communication for people with cognitive disabilities: a systematic search and review of empirical evidence

Borg

Lantz

Gulliksen

2014

Univ Access Inf Soc

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The purpose of this study was to identify and synthesize measures for accessibility to electronic communication for people with cognitive disabilities by seeking answers to the following research questions: What measures to make electronic communication accessible to people with cognitive disabilities are evaluated and reported in the scientific literature? What documented effects do these measures have? Empirical studies describing and assessing cognitive accessibility measures were identified by searches of 13 databases. Data were extracted and methodological quality was assessed. Findings were analyzed and recommendations for practice and research were made. Twenty-nine articles with considerable variations in studied accessibility measures, diagnoses, methods, outcome measures, and quality were included. They address the use of Internet, e-mail, telephone, chat, television, multimedia interfaces, texts and pictures, operation of equipment, and entering of information. Although thin, the current evidence base indicates that the accessibility needs, requirements, and preferences of people with cognitive disabilities are diverse. This ought to be reflected in accessibility guidelines and standards. Studies to systematically develop and recommend effective accessibility measures are needed to address current knowledge gaps.

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Section: Multimedia Interfacescontrasting

confidence: 42%

Accessibility to electronic communication for people with cognitive disabilities: a systematic search and review of empirical evidence

Borg

Lantz

Gulliksen

2014

Univ Access Inf Soc

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“…However, others have concluded that pictures may distract attention away from the text and thereby negatively affect reading comprehension. For instance, Beacham and Alty (2006) found that material containing text-only is most beneficial to dyslexic readers. Similarly, Brante et al (2013) found that integrated pictures in learning materials did not help dyslexic students to better understand the content.…”

Section: Accessible Search Interfacesmentioning

confidence: 97%

Is visual content in textual search interfaces beneficial to dyslexic users?

Berget

Mulvey

Sandnes

2016

International Journal of Human-Computer Studies

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“…Additionally, Beacham and Alty found that different computer-based media can affect dyslexic learners' performance, with dyslexics performing best with sound and diagram rather than textual materials [29].…”

Section: State Of Research On Dyslexia and Accessibilitymentioning

confidence: 99%

What we know about dyslexia and Web accessibility: a research review

McCarthy

Swierenga

2009

Univ Access Inf Soc

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Compared to the online interaction behavior of other users, little is known about the difficulties dyslexic Web users encounter online. This paper reviews existing literature at the intersection of dyslexia and accessibility research to determine what useful knowledge exists regarding this important and relatively large group of users. This review uncovers that, although there are few published usability tests with dyslexic users, there is a considerable body of knowledge on dyslexia as well as many design guidelines for authoring dyslexic-accessible interfaces. Through a comparison of existing accessibility guidelines for dyslexic and non-dyslexic users and discussion of the plain language movement, it is argued that dyslexic-accessible practices may redress difficulties encountered by all Internet users. This conclusion suggests that usability testing yielding a clearer profile of the dyslexic user would further inform the practice of universal design, but also that enough knowledge is already available to allow doing more to increase accessibility for dyslexic Internet users.

show abstract

An investigation into the effects that digital media can have on the learning outcomes of individuals who have dyslexia

Cited by 59 publications

References 11 publications

Accessibility to electronic communication for people with cognitive disabilities: a systematic search and review of empirical evidence

Accessibility to electronic communication for people with cognitive disabilities: a systematic search and review of empirical evidence

Is visual content in textual search interfaces beneficial to dyslexic users?

What we know about dyslexia and Web accessibility: a research review

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