The strongest theoretical perspective on dyslexia is problems with phonology (Lyon et al., 2003 Shaywitz, Morris, & Shaywitz, 2008 Snowling, 2011 Vellutino & Fletcher, 2005 Vellutino, Fletcher, Snowling, & Scanlon, 2004). Scientific research that aims at a causal explanation for reading and spelling problems (henceforth, dyslexia) is omnipresent (Wijnants, Hasselman, Cox, Bosman, & Van Orden, 2012). These problems are not accompanied by intellectual disabilities and remain despite intensive instruction and practice (Lyon, Shaywitz, & Shaywitz, 2003). These experiments clearly justify the conclusion that the Dyslexie font neither benefits nor impedes the reading process of children with and without dyslexia.ĭyslexia is a problem with the acquisition of reading decoding and/or spelling.

Moreover, participants showed a preference for the fonts Arial and Times New Roman rather than Dyslexie, and again, preference was not related to reading performance. Words written in Dyslexie font were not read faster or more accurately. In Experiment 2, children with ( n = 102) and without dyslexia ( n = 45) read word lists in three different font types (Dyslexie, Arial, Times New Roman). The majority preferred reading in Arial and preference was not related to reading performance.

(1) Does the Dyslexie font lead to faster and/or more accurate reading? (2) Do children have a preference for the Dyslexie font? And, (3) is font preference related to reading performance? In Experiment 1, children with dyslexia ( n = 170) did not read text written in Dyslexie font faster or more accurately than in Arial font. In two experiments, the claim was tested that the font “Dyslexie”, specifically designed for people with dyslexia, eases reading performance of children with (and without) dyslexia.

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