Preferred Name
Denton S. Warburton
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
ORCID
http://orcid.org/0000-0002-8283-2489
Date of Graduation
Summer 2017
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Ashton Trice
Deborah Kipps-Vaughan
Michael Hall
Abstract
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 recognition tasks. A total of 36 fourth and fifth grade students with a Specific Learning Disability read two real word lists and one pseudoword lists in either font. Results do not suggest a significant difference between either font on sight word recognition tasks. Results, future directions, and implications for School Psychologists are discussed.
Recommended Citation
Warburton, Denton S., "The effect of font type on sight word reading performance of 4th and 5th grade students with reading disabilities" (2017). Educational Specialist, 2009-2019. 117.
https://commons.lib.jmu.edu/edspec201019/117
Included in
Cognition and Perception Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, School Psychology Commons, Special Education and Teaching Commons
