Inclusive Design for High-Readability and Dyslexic-Friendly Fonts

This work examines the pedagogical relevance of high-readability, dyslexia-friendly typography as a potential compensatory strategy for enhancing reading and writing accessibility among individuals with dyslexia and related Specific Learning Disorders (SLDs). Such typefaces are designed or configured to facilitate visual processing, character identification, and potentially the mapping between graphemes and phonemes, while preserving legibility for the wider population. Drawing on cognitive, neuropsychological, and neurophysiological models of dyslexia, the entry considers how typographic features may influence visual processing and cognitive demands during reading. Cross-linguistic perspectives further highlight the need for typographic solutions that are responsive to the structural characteristics of different writing systems. Based on the evidence reviewed, a user-centered workflow for designing and evaluating high-readability typefaces is proposed, emphasizing empirical testing and the involvement of readers with dyslexia. Although specialized typefaces such as OpenDyslexic have introduced innovative design principles, current evidence does not conclusively demonstrate their superiority over carefully designed and appropriately configured conventional typefaces. Typography should therefore be understood as one component of a broader inclusive educational framework rather than as a standalone solution to reading difficulties. The entry further conceptualizes reading as a culturally acquired technology and explores the potential integration of dyslexia-friendly typography with Artificial Intelligence and adaptive learning technologies. Such integration may support more personalized and accessible digital learning environments, while contributing to the reduction of barriers to written information and participation.