The Effect of a Specialized Dyslexia Font, Opendyslexic, on Reading Rate and Accuracy

Autor/inn/en	Wery, Jessica J.; Diliberto, Jennifer A.
Titel	The Effect of a Specialized Dyslexia Font, Opendyslexic, on Reading Rate and Accuracy
Quelle	In: Annals of Dyslexia, 67 (2017) 2, S.114-127 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-016-0127-1
Schlagwörter	Dyslexia; Reading Rate; Accuracy; Reading Skills; Design; Visual Literacy; Layout (Publications); Word Recognition; Elementary School Students; Student Attitudes; Comparative Analysis; Reading Fluency; Special Schools; Naming; Decoding (Reading); Word Lists; Observation; Statistical Analysis; Effect Size + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading readiness; Reading speed; Lesegeschwindigkeit; Reading skill; Lesefertigkeit; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Textgestaltung; Worterkennung; Schülerverhalten; Special school; Sonderschule; Dekodierung; Wortliste; Beobachtung; Statistische Analyse
Abstract	A single-subject alternating treatment design was used to investigate the extent to which a specialized dyslexia font, OpenDyslexic, impacted reading rate or accuracy compared to two commonly used fonts when used with elementary students identified as having dyslexia. OpenDyslexic was compared to Arial and Times New Roman in three reading tasks: (a) letter naming, (b) word reading, and (c) nonsense word reading. Data were analyzed through visual analysis and improvement rate difference, a nonparametric measure of nonoverlap for comparing treatments. Results from this alternating treatment experiment show no improvement in reading rate or accuracy for individual students with dyslexia, as well as the group as a whole. While some students commented that the font was "new" or "different", none of the participants reported preferring to read material presented in that font. These results indicate there may be no benefit for translating print materials to this font. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01