The effects of the font Dyslexie on oral reading fluency skills in students grades 8 through 12 with and without reading disabilities

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Jessie Rae Ramsey (Creator)
Western Carolina University (WCU )
Web Site:
Lori Unruh

Abstract: There has been considerable research studying the symptoms related to reading disabilities as well as the tools and training programs that can be used to remediate such symptoms. One such tool being used to increase fluency for those with reading disabilities is the introduction of a specially designed typeface or font that is different from the commonly used fonts such as Times New Roman, Arial, etc. Several new fonts have been designed to help individuals with reading disabilities read more efficiently and fluently; however, the empirical evidence to support the effectiveness of using different typefaces is lacking in the scientific literature. If proven effective, the use of these different fonts could be an easy and inexpensive intervention for children with reading disabilities. The purpose of this study was to measure the effectiveness of the font "Dyslexie" on Oral Reading Fluency scores in students, grades 8 through 12 with and without reading disabilities. Due to a lower than expected number of participants for the reading disability group, a statistical analysis to calculate the data's significance levels could not be conducted; however, research results and comparisons between groups are provided and suggestions for future research is discussed.

Additional Information

Language: English
Date: 2014
dyslexia, Dyslexie, font, oral reading fluency, reading disability, type-face
Reading disability -- Alternative treatment -- Evaluation
Type and type-founding -- Therapeutic use -- Evaluation
Oral reading -- Evaluation

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