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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
The Effect Of A Font Intervention For 4th And 5th Graders With Dyslexia, Steven L. Powell
The Effect Of A Font Intervention For 4th And 5th Graders With Dyslexia, Steven L. Powell
Educational Specialist, 2009-2019
Dyslexie is a font developed by Christian Boer specifically to enhance reading fluency in students with dyslexia. The present study examined its potential impact on the performance of 36 4th and 5th grade students with SLD on story reading. We found that Dyslexie, when compared to other common fonts that have been adjusted to control for Dyslexie’s large size and spacing, appears to have no effect on readers’ ability to read text correctly, comprehend text, or read faster.
The Effect Of Font Type On Sight Word Reading Performance Of 4th And 5th Grade Students With Reading Disabilities, Denton S. Warburton
The Effect Of Font Type On Sight Word Reading Performance Of 4th And 5th Grade Students With Reading Disabilities, Denton S. Warburton
Educational Specialist, 2009-2019
Reading interventions are a crucial component to combat barriers associated with reading difficulties. Within the education realm, nearly 50% of students who receive special education supports have a Specific Learning Disability (Gargiulo, 2006). As a result, the development and implementation of effective and targeted interventions is critical. Christian Boer developed a font called Dyslexie to help remediate reading difficulties of individuals with Dyslexia (Boer, 2011). However, studies by de Leeuw (2010) and Pjipker (2013) provide inconsistent supportive evidence, regarding the effectiveness of Dyslexie. The current study sought to examine the effectiveness of Dyslexie as compared to Arial on sight word …
The Experience Of Reading: What Elementary Children Think Of Reading, Francesca Simpson
The Experience Of Reading: What Elementary Children Think Of Reading, Francesca Simpson
Educational Specialist, 2009-2019
As students with disabilities prepare to move from high school to vocations or post-secondary schooling it is essential they be able to self-advocate for their needed services. During their public school years, school psychologists, counselors, and other school administrative personnel are responsible for ensuring they are provided with an “appropriate,” barrier-free education under federal law. But upon graduation from high school, that responsibility shifts entirely onto the individual. In order to self-advocate successfully a student with a disability must know about their cognitive strengths and weaknesses. In regards to learning the student must be able to describe them to others …