{"title":"Does a specialist typeface affect how fluently children with and without dyslexia process letters, words, and passages?","authors":"Holly Joseph, Daisy Powell","doi":"10.1002/dys.1727","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9804695/pdf/","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dyslexia","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/dys.1727","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
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.
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