DRS2012 Bangkok Proceedings Vol 4 - Design Research Society

1874 Conference Proceedings
Typography Matters when Designing Onscreen Reading Materials for Dyslexic Learners
translated into digital media. Readers interact differently in different reading scenarios
and texts presented onscreen are vastly different to those presented in print. However,
with the use of empirical studies a better understanding of dyslexic readers and how they
interact with onscreen reading devices can be gained, better literacy materials produced,
and digital reading technology used to its potential.
References
Barrington Stoke. www.barringtonstoke.co.uk
British Dyslexia Association. www.bdadyslexia.org.uk
Bernard, M., Chaparro, B., Mills, M., & Halcomb, C. (2002). Examining children's reading performance and
preference for different computer-displayed text. Behaviour and Information Technology, 21(2), 87–96.
Bias, R., Larson, K., Huang, S.-C., Aumer-Ryan, P., & Montesclaros, C. (2010). An Exploratory Study of Visual
and Psychological Correlates of Preference for Onscreen Subpixel Rendered Text. Journal of the
American Society for Information Science and Technology, 61(4), 745–757.
British Dyslexia Association. www.bdadyslexia.org.uk
Byrne, B. (2007). Theories of learning to read. In M. Snowling & C. Hulme (Eds.), The science of reading: a
handbook (pp. 104–119). Oxford: Blackwell Publishing Ltd.
Dillon, A. (1992). Reading from paper versus screens: a critical review of the empirical literature. Ergonomics,
35(10), 1297–1326.
Dowing, J., & Leong, C. (1985). Psychology of reading. New York: Macmillian Publishing Co., Inc.
Dyson, M. (2004). How physical text layout affects reading from screen. Behaviour and Information Technology,
23(6), 377–393.
Dyson, M., & Haselgrove, M. (2001). The influence of reading speed and line length on the effectiveness of
reading from screen. International Journal of Human-Computer Studies, 54, 585–612.
Hartley, J. (2004). Applying psychology to text design: a personal view. Information Design Journal + Document
Design, 12(2), 91–102.
Hinchman, K. (2005). Why qualitative research continues to thrive: Jason and the politics of representation.
Reading Research Quarterly, 40(1), 100–105.
Irlen, H. (2005). Reading by the colours: overcoming dyslexia and other reading disabilities through the Irlen
Method (Updated ed.). New York: Perigee.
Kerr, M., & Symons, S. (2006). Computerized presentation of text: effects on children's reading of information
material. Reading and Writing, 19, 1–19.
Larson, K. (2007). The technology of text: type designers, psychologists, and engineers are joining forces to
improve reading onscreen. IEEE Spectrum, May 2007, 26–31.
Schriver, K. (1997). Dynamics in document design: creating texts for readers. New York: John Wiley & Sons,
Inc.
Shaywitz, S., Morris, R., & Shaywitz, B. (2008). The education of dyslexic children from childhood to young
adulthood. Annual Review of Psychology, 59, 451–475.
Singleton, C. (2009). Intervention for dyslexia: a review of published evidence on the impact of specialist
dyslexia teaching. www.thedyslexia-spldtrust.org.uk/3/latest-news/14/review-of-international-researchpublished-by-dr-chris-singleton/
Snowling, M. (2000). Dyslexia. Oxford: Blackwell Publishers Ltd.
Snowling, M. (2006). Language skills and learning to read: the dyslexia spectrum. In M. Snowling & J.
Stackhouse (Eds.), Dyslexia, speech, and language: a practitioners handbook (Second ed., pp. 1–14).
England: Whurr Publishers Ltd.
Thiessen, M. (2010). Using visual explanations of complex verbal concepts to aid dyslexic children in literacy
acquisition. PhD Thesis, University of Reading, Reading, United Kingdom.