Abstract：
We report a small study in which we explored the effects of manipulating narrative text on levels of comprehension for students with and without dyslexia. Using two pieces of standardised narrative text deemed to be of similar difficulty and length, we manipulated the texts such that we could present two texts to each participant, one in each condition. The first condition was text using standard inter-word spacing; the second condition used increased inter-word spacing. Scores on standardised comprehension questions were significantly improved for participants with dyslexia. Additionally, given that there is evidence of delayed visual attention disengagement in individuals with specific forms of dyslexia, we hypothesised that the phenomena of migration of letters and words for some readers might be mitigated by increasing inter-word spacing. We did indeed find that incidence of migration was significantly reduced in this condition for all participants.
摘要：
我们报告了一项小型研究，在该研究中，我们探讨了操纵叙事文本对有和没有阅读障碍的学生的理解水平的影响。使用两个被认为具有相似难度和长度的标准化叙事文本，我们操纵文本，以便我们可以向每个参与者呈现两个文本，在每种情况下。第一个条件是使用标准字间间距的文本;第二个条件使用增加的字间间距。对于阅读障碍的参与者，标准化理解问题的分数显着提高。此外,鉴于有证据表明患有特定形式的阅读障碍的人的视觉注意力延迟脱离，我们假设，对于某些读者来说，字母和单词的迁移现象可能会通过增加单词间距来缓解。我们确实发现，在这种情况下，所有参与者的迁移发生率都显着降低。
