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Sandra Earl

Designing for Dyslexics: Part 3 of 3 - Accessites.org - 0 views

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accessibility cognitive learning disabilities dyslexia

shared by Sandra Earl on 12 Oct 10 - Cached
  • Shorter line lengths and narrower text columns make reading easier.
  • Consider setting a percentage width for text areas and set the margins to “0 auto” via CSS. The page side margins will then increase proportionately on wider screens.
  • Most browsers have a default line-height of around 1em. This normally results in closely packed lines of text. Increasing the line-height to around 1.3em immediately makes longer lines of text easier to read. Likewise, ensure that paragraphs are visibly separated. Don’t be afraid of white space. Use it to enhance readability.
  • ...16 more annotations...
  • percentages or ems.
  • If possible, use a sans-serif font. The decorative “hooks” on the main strokes of serif letters may create additional problems for dyslexic users.
  • If you have to use a corporate serif font, consider reducing the letter-spacing slightly so that the letters within a word lie closer together but increasing the word-spacing to create a slightly larger distance between individual words.
  • uneven word spacing disrupts that pattern recognition.
  • Unjustified text, although less attractive at first glance. is far easier to read.
  • When italic fonts are used on a web page, the individual letters can have a slightly jagged line compared to a non-italic font. This “pixelation,” coupled with their “lean to the left” makes them hard for a dyslexic person to read. The effect is compounded if the text is also small.
  • Use italics sparingly and consider bold text for important words. They’ll be far easier to read.
  • Photographs, charts and icons can convey a great deal of information regarding the topic of a page. Graphics can break the page up into smaller chunks. They can also provide visual memory aids and support comprehension for dyslexics.
  • Dyslexics often have poor organisational skills. Lists can help them by organising information into small, logical chunks.
  • Dyslexics tend to have poor information processing skills. So it is relatively easy to overload them by literally providing too much information on one page.
  • Within a page, use headings to sub-divide the page logically and visually. Adding coloured heading backgrounds or borders will act as further support.
  • Consider breaking complex pages down into two or three smaller pages.
  • Keep site navigation simple and logical. Make sure that the Home page is easily reachable from any part of the site. Try not to “hide” this important link in a logo.
  • break long sentences down into two or more shorter sentences
  • Many designers do not realise that some screen reader users can see perfectly well. It is not uncommon for dyslexics to use screen readers to support their reading. This may create problems where text has been positioned off screen.
  • If you do make use of off screen positioning, try to do so sympathetically. Consider the viewpoint of those who can both hear the screen reader and see the page. Ask yourself if you’re potentially creating confusion.
Sandra Earl

Designing for Dyslexics: Part 2 of 3 - Accessites.org - 0 views

accessites.org/...ning-for-dyslexics-part-2-of-3

accessibility cognitive learning disabilities dyslexia

shared by Sandra Earl on 12 Oct 10 - Cached
  • “Ensure that foreground and background color combinations provide sufficient contrast when viewed by someone having color deficits or when viewed on a black and white screen.”
  • Scoptic Sensitivity Syndrome
  • can make high contrast text difficult to read because the words seem to constantly move on the page.
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  • anecdotal evidence suggests that, as soon as you reduce the colour contrast, the reading difficulties suffered by dyslexics are alleviated, to some degree, across the board.
  • Contrasts that comply with the thresholds can, and do, create very real problems for dyslexics.
  • t has been my experience that just about every issue within accessible web design is about balance. Skew any one factor too much in favour of a particular user group and you risk disadvantaging another group with opposing needs.
  • What I am suggesting is that, if a colour theme is chosen that conforms to, or exceeds, the W3C colour difference threshold, an alternative, low contrast style sheet should be provided as standard.
  • I then suggested that “disability” be defined as an “inability to pursue an activity because of a medically determinable physical or mental impairment.”
  • suggest that adhering to the Hewlett-Packard colour difference threshold would represent a more balanced approach to the issue of colour contrast. To that end,
  • I’ve developed an alternative color contrast analyser for people to try.
Sandra Earl

Designing for Dyslexics: Part 1 of 3 - Accessites.org - 0 views

accessites.org/...ning-for-dyslexics-part-1-of-3

accessibility cognitive learning disabilities dyslexia FUSION09

shared by Sandra Earl on 12 Oct 10 - Cached
  • The specific needs of dyslexics tend to be overshadowed by the more widely understood needs of the visually impaired. Unfortunately, design decisions that benefit the latter group tend create problems for the former. This is never more evident than in so-called “accessible” text only pages with their emphasis on high contrast and complete lack of images and colour.
  • What is Dyslexia?
  • The word “dyslexia” can be broken down into two parts: “Dys” meaning poor and “lexia” meaning language. Thus dyslexics have difficulties with words. Current theories suggest that
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  • it is not a visual problem but a word decoding, or recognition deficit.
  • Our ability to recognise words is thought to be based upon two slightly different “memory skills” — phonetic memory and lexical memory. Dyslexics may have a good phonetic memory — as evidenced by their tendency to spell many words phonetically — but a very poor lexical memory.
  • No two dyslexics demonstrate their disorder in the same manner. It can affect boys and girls equally, across all socioeconomic classes worldwide.
  • “A combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing.
  • Accompanying weaknesses may be identified in areas of speed of processing, short-term memory, sequencing and organisation, auditory and/or visual perception, spoken language and motor skills. It is particularly related to mastering and using written language, which may include alphabetic, numeric and musical notation.”
  • the more complex the written language is, the greater the likely percentage of people who will have difficulty reading it.
  • As many as 1 in 10 people in the UK are dyslexic.
  • Worldwide, it is likely that the number of dyslexics is likely to be equal to, if not significantly larger than, the number of visually impaired people.
  • poor short-term memory and organisational skills will mean that site navigation and page organisation become more important.
  • high contrast text difficult or impossible to read. The phrases I’ve heard most often are “the text keeps moving” or “the words seem to dance on the page.”
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