Watts, C. (2021) Supporting the Reading Experience of Higher Education Students with Visual Stress. Transitions Quality, Adaptability and Sustainability in Times of Change, Centre for Learning and Teaching, University of Brighton Press, Brighton, 17-23.

has been cited by the following article:

• TITLE: The Effect of Typographic Modifications on Pupil and Blink Behavior in Dyslexic and Non-Dyslexic Readers

  AUTHORS: Louise Tooze

  KEYWORDS: Dyslexia, Visual Stress, Reading

  JOURNAL NAME: Open Access Library Journal, Vol.9 No.9, September 21, 2022

  ABSTRACT: This paper examines the effect of four typographic modification variables among a group of dyslexic and non-dyslexic adults (18 - 45 y) during English reading. The eye movement recordings of 14 participants dyslexic (n = 2) and non-dyslexic (n = 14) readers were analyzed by examining the following parameters: pupil diameter, blink count, blink duration and blink frequency. The typographic modification variables assessed co comprise font color, background color, line spacing and font type. It was identified that the following modifications 1) font type, 2) background color, 3) line spacing 4) font color impacted eye movements and induced a visually stressful environment for the dyslexic reader. The results substantiates that the manipulation of typographic presentation of English language text can evoke atypical pupil and blink behavior in dyslexic individuals when compared to non-dyslexic individuals. The findings contribute to the creation of an eye movement profile for dyslexic individuals that can identify optimal settings for viewing electronic reading stimuli.