DRS2012 Bangkok Proceedings Vol 4 - Design Research Society

Myra THIESSEN
Qualitative research is often less structured than quantitative in that they include
techniques such as observation or interviewing participants, which can provide insight
into how readers interact with graphic materials in real reading scenarios. Qualitative
approaches tend to provide data on individual user behavior in realistic environments and
the meaning of that behavior. Interpretation is central to qualitative research making
these methods more subjective than quantitative data and participant numbers tend to be
much smaller; however, a single case-study developed over time can provide valuable
information about the motivational impact of literacy development and what it feels like to
be a child who struggles (Hinchman, 2005). Since a learner who is unmotivated to
practice their literacy skills is unlikely to develop into a fluent reader (Byrne, 2007) it is
essential to understand what they think about the materials generated for them. This
means that in order to create more effective literacy materials, the designer must consider
not only what a child can read with greater ease and efficiency but also what they want to
read (Thiessen, 2010; Thiessen and Dyson, 2010).
With the use of digital technology and the flexibility of presentation that they provide it is
possible that these reading devices may be able to help dyslexic children acquire fluent
literacy skills at a more typical rate. It is suggested that the use of digital reading devices
may be of particular benefit to dyslexic children not only because this format allows for
variation in presentation between the dyslexic children and the typically developing child,
but also compensates for differences between dyslexic children. For example, as
mentioned above, there may be a correlation between the difficulties caused by dyslexia
and those caused by visual stress (Irlen, 2005; Singleton, 2009). The flexibility allowed by
digital presentations can mean that children who experience visual stress can choose to
read using a tint of their choice while those who prefer no tint (standard white ground) are
able to read with the presentation they prefer. It is with consideration to this aspect and
those discussed above that current research is exploring how to design literacy materials
for digital reading devices. Studies are underway that are collecting data on preference
for typographic presentations and then on reading performance (speed, accuracy, and
comprehension) using e-readers. Children will be asked to compare typographic
presentations and choose variations they think look easier to read and the ones they
prefer the look of. These data will be compared to those gathered on speed, accuracy,
and reader comprehension when using texts set with the same typographic variation.
They will also be compared to how print materials are designed to provide insight into
whether dyslexic children interact differently with these two types of media. Since it is
important that we understand how dyslexic children interact with these materials in real
reading scenarios the materials will be tested in classroom environments and reading
tasks developed that replicate learning and assessment exercises that are familiar to the
children. Taking the testing scenario out of the lab and into the classroom means that
certain conditions cannot be easily controlled. The children may be distracted by other
children or objects in their environment; however, this approach is more likely to provide
data that are a more reliable impression of how children will actually use digital reading
devices in typical learning environments and is therefore more easily generalized from to
inform the design of these materials are approached in the future.
Digital reading devices may have the potential to improve how literacy is acquired by
dyslexic children, but it remains that if the designers do not understand the audience nor
how they interact with graphic material, it is unlikely that improvements can be made for
these learners. Through an overview of some of the typographic issues raised in the
literature that designers of literacy materials for these specialized audiences face, it is
hoped that some light has been shed on the complexity of the problem. A difficulty lay in
the fact that our knowledge is limited not only in how to design for children with reading
difficulty but also our understanding of how they read in digital environments. It cannot be
assumed that solutions will be effective without an understanding of the issues and
without user consultation. It is also unwise to assume that the typographic principles that
have been established for print formats – however tried and true – will also work when
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