Configurable visual changes in a word processor to aid dyslexics

Peter Gregor, Peter Andreasen and Alan F. Newell

University of Dundee
Department of Applied
Computing
Dundee DD1 4HN Scotland

ABSTRACT
The user centred development of a highly configurable word processing environment to alleviate some of the difficulties encountered by dyslexics when producing and reading text is described. All dyslexic subjects tested were able to use the software to identify and store a visual configuration which they found made reading easier. Successful tests were also carried out to investigate the use of different appearances to alleviate character recognition and reversal problems.

KEYWORDS:

Dyslexia, user-centred design, evaluation, accessibility, configuration, word processing

INTRODUCTION AND BACKGROUND
The approach taken in this study was to identify some of the most commonly noted visual problems which dyslexics encounter when reading and producing text. On the basis of these common difficulties, practical ways were identified in which each individual might be able to minimise the consequences of their own particular problems by manipulating the appearance of their word processing environment and of the text presented within it. The work in progress ultimately led to a software system which provides a highly (and easily) configurable environment for dyslexic people to use for reading and producing text.

DYSLEXIA
The most common practical visual problems experienced by dyslexics are: number and letter recognition; letter reversals; word recognition; number, letter and word recollection; spelling problems; punctuation recognition; fixation problems; word additions and omissions; poor comprehension (adapted from Willows, Kruk & Corcos, 1993). The wide ranging characteristics of dyslexia however mean that a single technological approach will not be appropriate for the range of problems presented by a group of dyslexic people. This study approached the problem by developing an easily configurable word processing environment which responded to the various needs of people with dyslexia.

COMPUTER TECHNOLOGY
In this study we offered dyslexic users a range of appropriate visual settings for the display of a word processor, together with the opportunity to easily configure the way in which text is displayed to them: it was envisaged that the users would experiment with the settings and select the combination which best suited them: these settings are then saved and later recalled each time that person uses the word processor. This approach affords the potential to make computer based text significantly easier to read than printed text, as well as improving the usability of computer word processing systems for dyslexics.

EVALUATION
An initial prototype text reading interface presented the user with an easily configurable interface allowing for a number of display variables to be altered. Configurable parameters were background, foreground and text colours, font size and style, and the spacing between paragraphs, words and characters. The system was designed so that visual feedback was available on selections before they were confirmed by the user.

Twelve computer literate dyslexic students from higher education with an age range of approximately 18 - 30 were engaged to assist by providing evaluative feedback throughout the development of the system. Evaluative data was gathered by using "think-aloud" techniques, as well as by the use of questionnaires and interviews. Subjects were asked to personalise a display which optimised their subjective ability to read text.

All the users were able to find settings which made reading subjectively easier for them. Selected screen layouts for individual subjects were found to be extremely varied, highlighting the individual nature of the disorder, although generally low colour contrast with normal sans serif type was selected. All reported that the ability to vary spacing between the characters, words and lines was beneficial.

On the basis of these promising results, a text productionand reading version of the software was produced as an add-in to the industry standard Word (Microsoft, 1995). This prototype also incorporated configurable features to aid fixation, to alleviate reversal problems and to read text aloud from the screen. To enable subjects to use their preference settings yet preview the document as it would print, a WYSIWYG print preview facility was added. This version was evaluated with seven dyslexic users. Findings confirmed those of the first study, and reversal character configuration was reported to be helpful (unexpectedly, also as a fixation aid). A recurring theme of the research has been that the users appeared to be unaware of how easy it was to improve their reading potential by changing visual aspects of the reading environment. Many of the options which were presented can be achieved (in some cases, with difficulty) in most standard word-processing packages but very few of the subjects had actually tried any adjustments prior to using this system.

Work is now well advanced on the production of a fully working system, "SeeWord", which will be distributed freely in return for participation in a larger scale study of the effectiveness of changing the visual environment of the computer to enable dyslexics to improve their reading and text production abilities. The research to date has concentrated on subjectively perceived effects on reading and text production ability. The larger scale evaluation will include objective measures of these important parameters.

REFERENCES
Microsoft (1995) Word for Windows 95, Microsoft Corporation: Redmond Willows, D.M., Kruk, R.S. and Corcos, E. (1993) Visual processes in reading and
reading disabilitiesErlbaum: New Jersey.