Removing Barriers: Fostering Inclusive Reading Access through Text Layout Modifications and Dyslexia-Friendly Fonts

Developmental Dyslexia is a neurodevelopmental disorder characterised by a marked impairment in acquiring reading skills, significantly impacting fluency and comprehension, with a profound impact on individuals, affecting their access to higher education as well as to high-quality professional and cultural opportunities (Ackerman and Dykman 1996; Davis et al. 2008; Moriña 2017). In this context, the Universal Design for Learning (UDL) framework can provide important support to render learning materials more accessible to individuals with dyslexia. More specifically, manipulating text layout, spacing settings and adopting dyslexia-friendly fonts, can significantly reduce learning barriers, enhancing reading ease and thus leading to improvements in reading speed and accuracy. This paper aims to discuss these aspects, providing a comprehensive literature review of studies assessing the efficacy of these modifications for decoding. Additionally, we present novel findings from recent experiments conducted with Italian pupils, typical readers and readers with dyslexia, suggesting that modifications in text formatting and font choice, adopting the OpenDyslexic font, increased line spacing and light-grey background, can significantly improve reading accuracy and speed for all children. Although more research is still needed in this domain, these findings have important implications, suggesting that teachers and educators integrate these adjustments into inclusive educational practices. By eliminating barriers to learning and providing an appropriate reading intervention, it is indeed possible to significantly reduce the inequalities related to dyslexia, creating educational opportunities that are accessible to all students and thereby diminishing educational disparities.