Comparing Comprhension Speeds and Accuracy of Online Information in Students with and without Dyslexia

Comparing Comprhension Speeds and Accuracy of Online Information in Students with and without Dyslexia

Sri Kurniawan (The University of Manchester, UK) and Gerard Conroy (The University of Manchester, UK)
DOI: 10.4018/978-1-59904-096-7.ch011
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Abstract

This chapter describes some statistics of people with dyslexia. It continues with describing problems people with dyslexia experience with reading online material, and some technological aids available to help them. Three groups of university students participated in the user study of comprehension tasks using five online articles of varying complexity (as measured through Flesch-Kincaid readability grade). The study found that students with dyslexia are not slower in reading than students without dyslexia when the articles are presented in a dyslexia friendly colour scheme, but these students with dyslexia fare worse in answering correctly the questions related to the passages they read when the complexity increases.

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