Abstract
The contribution contains research results focused on reading quality of pupils with dyslexia according to the graphic design of the text. Our aim was to prove if commonly recommended graphic text editing has a certain influence on reading speed and occurrence of mistakes of children with dyslexia. The research sample consisted of pupils with dyslexia and a control group then selected in pairs of intact pupils of 4th and 5th class of primary school (in total 150 pupils). For the purpose of data collection there had been a text used in an unfamiliar language (a nonsensical text, which corresponds to the Czech language in its structure; is a part of standardized reading test). There were four text versions prepared for the research which had been modified into frequently recommended modifications for dyslexics (increased font size, a use of bigger gaps between words and also rows, syllables highlight in words and a standard text corresponding to common reading-books). Conclusion depicts a presentation of impacts of individual texts modifications and also subjective opinions of pupils about these texts.
Highlights
The contribution contains research results focused on reading quality of pupils with dyslexia according to the graphic design of the text
For the purposes of the research, the text modifications chosen were those recommended for dyslectic readers, i.e. highlighting of syllables, using larger font sizes and spaces between words and lines, in comparison with the font size and line spacing commonly used in reading-books for the analysed age group
The research sample was composed of pupils with learning disabilities and the control group comprised pupils of the same age and school grade, but without SLD
Summary
The contribution contains research results focused on reading quality of pupils with dyslexia according to the graphic design of the text. There were four text versions prepared for the research which had been modified into frequently recommended modifications for dyslexics (increased font size, a use of bigger gaps between words and rows, syllables highlight in words and a standard text corresponding to common reading-books). For the purposes of the research, the text modifications chosen were those recommended for dyslectic readers, i.e. highlighting of syllables, using larger font sizes and spaces between words and lines, in comparison with the font size and line spacing commonly used in reading-books for the analysed age group. The results of the reading tests using three graphically modified texts were compared with the results obtained with the serif typeface Times New Roman of the standard size used in reading-books for the analysed age group in the Czech Republic. At the very conclusion of the testing they were asked to arrange the texts in the order in which they would be the easiest for them to read
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