Impact of digital text variables on legibility for persons with dyslexia

Abstract

In a world with different readers with varying needs, the idea that readers might be given the option of text formatting their own text in advance seems very appealing. In this research, differences between reading speed, reading comprehension, and reading comfort were compared with the pre-set and self-set texts. The respondents read paragraphs and identified illogical words contained therein, while reading two comparable blocks of self-set and pre-set texts. The differences in the number of paragraphs read and the mistakes made in a limited timeframe were compared using a web test that was based on the Tinker's test. The results showed that the respondents encounter different difficulties while reading digital text. We statistically proved that people with dyslexia chose larger type sizes more frequently than people without dyslexia, whereas no such statistically significant trend was observed for all other variables (typeface, tracking, and leading). We did not observe any significant differences between the reading speed associated with pre-set and self-set texts; however, the reading speed was higher in the group of people without dyslexia. A significant difference was observed in reading comprehension, because reading comprehension was better in the case of self-set text used.

The State of Web Accessibility for People with Cognitive Disabilities: A Rapid Evidence Assessment

“…Furthermore, the majority of the studies that included a specific group of people with cognitive disabilities explored web accessibility issues for people with dyslexia [ 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 ]. Not surprisingly, these studies all explored elements of text-based webpages or web applications and highlighted a need for more graphical and/or visual presentation of online information.…”

Prevalencia y preferencias vocacionales del alumnado con trastorno del aprendizaje de la lectura (dislexia del desarrollo) en Andalucía (España)

“…En general, resultan útiles las tecnologías de apoyo como audiolibros, rastreadores de texto, tipografías específicas (Krivec et al, 2020), que les lean los exámenes o que estos sean orales, la no penalización de faltas de ortografía o un aumento de tiempo (Lewandowski et al, 2008). Las pruebas objetivas con penalización de error, el ajuste de tiempo con cronometrado o la imposibilidad de revisión de respuestas contestadas son variables que aseguran el fracaso del alumnado con DD (Linstrom, 2007).…”

Diseño y validez de instrumento para medir legibilidad en tipos de letra para niños disléxicos españoles

“…Considerando que las dificultades de lectura en los disléxicos son, por una parte, la lectura de palabras y por otra la lectura de pseudopalabras, el modelo más recomendable es el dual de la palabra, el cual consiste en leer "la forma de la palabra" en aquellas palabras conocidas y para aquellas desconocidas o pseudopalabras usar el modelo "letra a letra". Estos modelos de lectura, en cuanto a la legibilidad dependerán de las percepciones visuales que se realicen de acuerdo con las formas de las letras (Matsuura et al, 2019;Krivec et al, 2020).…”