Corpus ID: 55701439

The impact of font type on reading

@inproceedings{Hoffmeister2016TheIO,
  title={The impact of font type on reading},
  author={Stephanie Hoffmeister},
  year={2016}
}
Significant differences in brain activation patterns exist between readers with and without dyslexia (Shaywitz, 1998). One possible area of difference involves font style that has led to the development of specific fonts to help individuals with dyslexia. Recent studies of dyslexia-specific fonts provide no specific evidence that they improve an individual's reading ability or speed of reading. Degree Type Open Access Senior Honors Thesis Department Special Education First Advisor David C… Expand

Figures from this paper

References

SHOWING 1-10 OF 70 REFERENCES
Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities
Abstract Performance on tests requiring rapid repetitive naming of pictured objects, colors, letters and numbers differentiates dyslexic children not only from normal controls but also fromExpand
The Effect of Visual-Spatial Stimulation on Emergent Readers at Risk for Specific Learning Disability in Reading.
This study compared word recognition for words written in a traditional flat font to the same words written in a three-dimensional appearing font determined to create a right hemispheric stimulation.Expand
More than words: a common neural basis for reading and naming deficits in developmental dyslexia?
TLDR
The investigation points to a common neurological basis for deficits in word reading and picture naming in developmental dyslexia. Expand
Extra-large letter spacing improves reading in dyslexia
TLDR
It is shown that a simple manipulation of letter spacing substantially improved text reading performance on the fly (without any training) in a large, unselected sample of Italian and French dyslexic children. Expand
Changing Fonts in Education: How the Benefits Vary with Ability and Dyslexia
ABSTRACT Previous research has shown that presenting educational materials in slightly harder to read fonts than is typical engenders deeper processing. This leads to better retention and subsequentExpand
Visual-Sequential and Visuo-Spatial Skills in Dyslexia: Variations According to Language Comprehension and Mathematics Skills
  • T. Helland, A. Asbjørnsen
  • Psychology, Medicine
  • Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence
  • 2003
TLDR
The results show that the visuo-spatial impairments seen in one of the dyslexia subgroups lead to two ways of understanding mathematics impairment when it co-occurs with Dyslexia: (1) as a Visuo-Spatial problem; (2) asA linguistic problem, which should imply different intervention strategies in dyslexi. Expand
Naming Speed and Phonological Awareness as Predictors of Reading Development.
This article investigates how well kindergarten phonological awareness (PA) and naming speed (NS) account for reading development to Grade 5. The authors use regression analyses to predict readingExpand
Dyslexia-specific brain activation profile becomes normal following successful remedial training
TLDR
Findings suggest that the deficit in functional brain organization underlying dyslexia can be reversed after sufficiently intense intervention lasting as little as 2 months, and are consistent with current proposals that reading difficulties in many children represent a variation of normal development that can be altered by intensive intervention. Expand
Memory Performance of Children with Dyslexia
This study examined the memory performance of children with reading disabilities (RD) using methodology representative of three theoretical perspectives on RD subtypes: the phonological deficit, dualExpand
Very early language deficits in dyslexic children.
TLDR
At 2 1/2 years of age, children who later developed reading disabilities were deficient in the length, syntactic complexity, and pronunciation accuracy of their spoken language, but not in lexical or speech discrimination skills, but early syntactic proficiency nevertheless accounted for some unique variance in grade 2 achievement when differences at age 5 were statistically controlled. Expand
...
1
2
3
4
5
...