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Dyslexia Articles Unboxed: Analyzing Their Readability Level.

Yusuke Matsuura¹, Chung Jaeah

¹Icahn School of Medicine at Mount Sinai, Department of Pediatrics, New York, NY.

Journal of Developmental and Behavioral Pediatrics : JDBP

|June 19, 2024

Summary

Most websites about dyslexia are written at a college reading level, making them difficult for families to understand. Improving readability is crucial for accessible dyslexia information.

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Area of Science:

Neuroscience
Education
Health Communication

Background:

Dyslexia significantly impacts academic success and well-being.
Accessible information is vital for individuals with dyslexia and their families.
Previous research has not extensively evaluated the readability of online dyslexia resources.

Purpose of the Study:

To assess the readability levels of websites providing information on dyslexia.
To determine if dyslexia-related websites meet recommended readability standards for accessibility.

Main Methods:

Analyzed 50 web articles on dyslexia using six established readability formulas.
Utilized the search term "What is dyslexia" on Google to identify relevant articles.
Employed the WebFX online calculator for readability analysis, targeting a fifth-grade reading level.

Main Results:

The median readability scores ranged from 11.8 (SMOG Index, 12th-grade level) to 15.5 (Gunning Fog, Coleman Liau, college level).
None of the analyzed websites achieved the target fifth-grade reading level.
The majority of dyslexia websites present information at a significantly higher reading level than recommended.

Conclusions:

Dyslexia websites are generally too complex for the intended audience.
Readability metrics and AI tools can enhance the accessibility of dyslexia information.
Simplifying content is essential for supporting individuals with reading challenges and their families.