The effect of modifying text-background colour combination on university students’ ratings of text legibility
Cardiff Metropolitan University
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Previous research has indicated that altering text and background colours of text passages affects legibility for people with and without dyslexia. It has been suggested that twenty percent of the general population could improve reading ability by adapting the text and background colours of text passages. Currently there is limited consensus on which colours are most effective. This study aimed to identify whether high contrast or low contrast text-background colour combinations were most legible for undergraduate students. Fifteen speech and language therapy students served as participants in the study; five who experienced reading difficulty and ten with no difficulty. Legibility of four colour combinations was determined using a 10-point rating scale. The results did not indicate any strong statistical significance for colour combination affecting legibility of text passages. However a thematic analysis provided qualitative evidence that altering the text-background colours subjectively affected legibility for participants both with and without reading difficulties. Results are discussed from the perspective of the speech and language therapy profession; in terms of producing clinical resources that are accessible to those who experience difficulty with reading.
B.Sc.(Hons) Speech and Language Therapy
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