Does a specialist typeface affect how fluently children with and without dyslexia process letters, words, and passages?

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2022-08-27 DOI:10.1002/dys.1727
Holly Joseph, Daisy Powell
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引用次数: 1

Abstract

Children with dyslexia are at risk of poor academic attainment and lower life chances if they do not receive the support they need. Alongside phonics-based interventions which already have a strong evidence base, specialist dyslexia typefaces have been offered as an additional or alternative form of support. The current study examined whether one such typeface, Dyslexie, had a benefit over a standard typeface in identifying letters, reading words, and reading passages. 71 children, aged 8–12 years, 37 of whom had a diagnosis of dyslexia, completed a rapid letter naming task, a word reading efficiency task, and a passage reading task in two typefaces, Dyslexie and Calibri. Spacing between letters and words was kept constant. Results showed no differences in word or passage reading between the two typesfaces, but letter naming did appear to be more fluent when letters were presented in Dyslexie rather than Calibri text for all children. The results suggest that a typeface in which letters are designed to be distinctive from one another may be beneficial for letter identification and that an intervention in which children are taught letters in a specialist typeface is worthy of consideration.

Abstract Image

专业字体是否会影响有或没有阅读障碍的儿童处理字母、单词和段落的流畅程度?
患有阅读障碍的儿童如果得不到所需的支持,就会面临学习成绩差、生活机会低的风险。除了以语音为基础的干预已经有了强有力的证据基础,专门的阅读障碍字体也被作为一种额外或替代的支持形式提供。目前的研究考察了Dyslexie字体在识别字母、阅读单词和阅读段落方面是否比标准字体更有优势。71名年龄在8-12岁之间的儿童,其中37人被诊断为阅读障碍,他们用Dyslexie和Calibri两种字体完成了一个快速字母命名任务、一个单词阅读效率任务和一个段落阅读任务。字母和单词之间的间距保持不变。结果显示,两种字体在单词或段落阅读上没有差异,但对于所有儿童来说,用Dyslexie字体读字母比用Calibri字体读字母似乎更流畅。研究结果表明,一种将字母设计得与众不同的字体可能对字母识别有益,而一种干预措施是让孩子们用专门的字体学习字母,这值得考虑。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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