Institute of Education, University of Reading, Reading, United Kingdom.
Dyslexia. 2022 Nov;28(4):448-470. doi: 10.1002/dys.1727. Epub 2022 Aug 27.
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.
如果不给予诵读困难儿童所需的支持，他们可能会在学业成绩和生活机会方面处于不利地位。除了已经有坚实证据基础的基于语音的干预措施外，专门的诵读困难字体也被作为一种额外或替代的支持形式提供。本研究旨在探讨一种这样的字体 Dyslexie 是否比标准字体在识别字母、阅读单词和阅读段落方面更有优势。71 名 8-12 岁的儿童，其中 37 名被诊断为诵读困难，在两种字体 Dyslexie 和 Calibri 中完成了快速字母命名任务、单词阅读效率任务和段落阅读任务。字母和单词之间的间距保持不变。结果表明，两种字体在单词和段落阅读方面没有差异，但对于所有儿童来说，当字母以 Dyslexie 而不是 Calibri 文本呈现时，字母命名似乎更流畅。结果表明，一种设计使字母彼此之间具有独特性的字体可能有助于字母识别，并且值得考虑在专门的字体中教授字母的干预措施。
