Towards Universally Accessible Typography: A Review of Research on Dyslexia
-
Upload
james-jackson -
Category
Design
-
view
273 -
download
0
description
Transcript of Towards Universally Accessible Typography: A Review of Research on Dyslexia
![Page 1: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/1.jpg)
1
James Jackson
Usability/Accessibility Research and ConsultingMichigan State University
Towards Universally Accessible Typography: A Review of
Research on Dyslexia
![Page 2: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/2.jpg)
2usability.msu.edu
Why Typography?
![Page 3: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/3.jpg)
3usability.msu.edu
How Type is Set Affects Readability
![Page 4: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/4.jpg)
4usability.msu.edu
Why Typography and Dyslexia?
• Anecdotal evidence– Many people with dyslexia find ways to use technology to
manipulate type, e.g. reading on a tablet– Many people with dyslexia find some fonts more readable
than others• British Dyslexia Association Style Guide
– Basis for common accommodations especially in primary school
• Significant amount of new research
![Page 5: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/5.jpg)
5usability.msu.edu
Dyslexia and Visual Processing
![Page 6: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/6.jpg)
6usability.msu.edu
Myths(i.e. this isn’t what most dyslexic users see)
![Page 7: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/7.jpg)
7usability.msu.edu
Reality
![Page 8: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/8.jpg)
8usability.msu.edu
Dyslexia and Lateral Masking
• Lateral masking makes it more difficult to distinguish individuals letters when they are close together
• In general people experience more lateral masking in peripheral vision than in central vision– But individuals with dyslexia experience it less in
peripheral vision than individuals without dyslexia• Lateral masking may affect how particular aspects of
typography affect the readability of text for individuals with dyslexia
![Page 9: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/9.jpg)
9usability.msu.edu
Universal Design
• Largely because of technological limitations, the basic rules of typography have been determined by meeting only the minimal needs of the average reader
• Improving typography for individuals with dyslexia can improve it for everyone– Because readability affects everyone, and the visual
distortions that do affect dyslexia affect everybody
![Page 10: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/10.jpg)
10usability.msu.edu
Letter Spacing
![Page 11: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/11.jpg)
11usability.msu.edu
Letter Spacing
![Page 12: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/12.jpg)
12usability.msu.edu
Letter Spacing
• Zorzi, et al. (2012)– Increased letter spacing improved readability for young
students with dyslexia• Perea, Panadero, Moret-Tatay, & Gómez (2012)
– Slightly increased letter spacing improved word identification for all readers, but especially for young readers and read readers with dyslexia
• Schneps, Thomson, Sonnert, Pomplun, Chen, & Heffner-Wong (2013)– Increased letter spacing allowed struggling readers to
catch up with dyslexic readers who had spent considerable time and energy developing their literacy skills
![Page 13: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/13.jpg)
13usability.msu.edu
Line Length
![Page 14: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/14.jpg)
14usability.msu.edu
Line Length
![Page 15: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/15.jpg)
15usability.msu.edu
Line Length
![Page 16: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/16.jpg)
16usability.msu.edu
Line Length
![Page 17: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/17.jpg)
17usability.msu.edu
Line Length
• Extremely short line length makes it easier to return to the left margin when starting a new line, improving readability (Schneps Et. Al., 2013)
• This effect may be true for non-dyslexic readers as well
![Page 18: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/18.jpg)
18usability.msu.edu
Design Challenges and Recommendations
![Page 19: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/19.jpg)
19usability.msu.edu
Challenges
• Most studies are with children• Dyslexia and literacy skills are both developmental
– Developing readers may need different type than compensated dyslexics
• It’s hard to study ranges and how different typographic features interrelate
![Page 20: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/20.jpg)
20usability.msu.edu
Recommendations – Reading Apps/Devices
• Make sure users have some control of how text is presented– Particularly Font Size and Line Length– Appropriate ways to provide control over letter spacing
should be explored• Always give users a choice between Serif and Sans-serif
fonts• Always provide an option for lower color contrast
(ideally off-black on light grey)• Use left-aligned (right ragged) text for sections intended
for extended reading
![Page 21: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/21.jpg)
21usability.msu.edu
Recommendations – Web Content
• Websites are reading environments– They just don’t have the same flexibility that an E-Reader
or bookmark app have, but they have more flexibility than a book or magazine
• Learn more about typography– Read Robin Williams’ “The Non-Designers Type Book”
• Play around with different elements and see what you find more readable– Try increasing letter-spacing and font size– Try decreasing line length
![Page 22: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/22.jpg)
22usability.msu.edu
Recommendations – Web Content Continued
• Structure your content (i.e. with headings) and use plain language– This helps individuals with dyslexia scan and use higher
level literacy strategies• Make your sites compatible with syndication/reading
apps– Use RSS even for content you would not normally think of
as syndicated (i.e. pages)– Use good markup– Avoid paginating whole pieces of content (like a single blog
entry or page)
![Page 23: Towards Universally Accessible Typography: A Review of Research on Dyslexia](https://reader036.fdocuments.net/reader036/viewer/2022062418/554e7537b4c905f66a8b4d5e/html5/thumbnails/23.jpg)
23usability.msu.edu
Thank you
Contact information:
James Jackson
517-884-1420
usability.msu.edu