Abstract
With the digital technology that is now available for e-readers an opportunity is presented for tremendous advances to be made in how learning materials are designed for children with dyslexia. Because users have the flexibility to customize presentations the learning materials that are developed for digital reading devises have the potential to be more effective than those generated in more traditional print formats. Previous research has shown that differences do exist in the way that readers interact with content that is presented onscreen as opposed to that in print formats; however, we know relatively little about these differences and as a result cues are typically taken from print materials to inform the design of reading materials for screen based applications. In addition, learners who struggle with literacy development due to dyslexia present an entirely different set of typographic considerations. If digital technologies are going to meet their potential as learning tools, we must first learn how to generate typographic layouts that are more beneficial for particular audiences (i.e. children with dyslexia) and that are specific to how these readers interact with content in onscreen reading scenarios. This paper discusses the context and approach for exploratory research that investigates the preferences and reading performance of children with dyslexia for typographic presentations designed for onscreen reading devices. This is part of ongoing research into how literacy materials can be designed for digital reading devices to aid dyslexic children in literacy acquisition.
Keywords
typography, dyslexia, onscreen reading
Citation
Thiessen, M. (2012) Typography Matters when Designing Onscreen Reading Materials for Dyslexic Learners, in Israsena, P., Tangsantikul, J. and Durling, D. (eds.), Research: Uncertainty Contradiction Value - DRS International Conference 2012, 1-4 July, Bangkok, Thailand. https://dl.designresearchsociety.org/drs-conference-papers/drs2012/researchpapers/137
Typography Matters when Designing Onscreen Reading Materials for Dyslexic Learners
With the digital technology that is now available for e-readers an opportunity is presented for tremendous advances to be made in how learning materials are designed for children with dyslexia. Because users have the flexibility to customize presentations the learning materials that are developed for digital reading devises have the potential to be more effective than those generated in more traditional print formats. Previous research has shown that differences do exist in the way that readers interact with content that is presented onscreen as opposed to that in print formats; however, we know relatively little about these differences and as a result cues are typically taken from print materials to inform the design of reading materials for screen based applications. In addition, learners who struggle with literacy development due to dyslexia present an entirely different set of typographic considerations. If digital technologies are going to meet their potential as learning tools, we must first learn how to generate typographic layouts that are more beneficial for particular audiences (i.e. children with dyslexia) and that are specific to how these readers interact with content in onscreen reading scenarios. This paper discusses the context and approach for exploratory research that investigates the preferences and reading performance of children with dyslexia for typographic presentations designed for onscreen reading devices. This is part of ongoing research into how literacy materials can be designed for digital reading devices to aid dyslexic children in literacy acquisition.