Principle 4: Consider Font "Extras"

Varying the size of text offers a key way to establish visual hierarchy for your students. Larger text draws attention and highlights the most important information, helping to reduce cognitive load as students are directed externally through the content.

While there are no hard and fast rules for font size, consistency is key. If your PowerPoint header is 30 points and your text is 14 points-- terrific. Just make sure to stick to that size throughout the presentation. Templates make this easy, and we would highly recommend using them to reduce your own cognitive load. Also, text appears larger on paper than on the screen. While you may be able to print a document in 10-point font, it will be too small for students in a digital format.

Whether in PowerPoint, Google Slides, or Word, headers (H1, H2, H3, etc.) are now an integral part of each design tool. And for good reason! Aside from helping to provide a roadmap for your content, headers allow screen readers to navigate content. Header 1 (H1) identifies your title, Header 2 (H2) applies to main sections, and Header 3 (H3) identifies sub-sections. 

Headers are an essential part of creating accessible materials. For this reason, make sure to avoid simply changing the size of your text to indicate a new section and use the headers built into the program. If you don't like the built-in choice within the program, you can always adjust the size or font selection once the computer recognizes it as a header. 

Using bolded text is another way to help establish visual hierarchy. Bolding helps learners direct their focus and know what's important. That said, too much bolding or inconsistent bolding can serve as a distraction. Too much bolding is hard to read and confusing, and inconsistent bolding can direct cognition towards figuring out the pattern as opposed to focusing on the content.

When using bolded words or ideas in your material, ask yourself: what information do you want to emphasize? Do you need learners to pay attention to an action (read, consider, write) or a location (chapter 10, Building 4)? When students scan a paragraph, what do you want them to recognize first?

While italics can also serve as a way to direct attention, use them sparingly. Research shows that italics are harder for many people to process and are especially difficult for dyslexic learners.

While typography can't fix dyslexia, choosing dyslexic-friendly fonts can make it easier for dyslexic students to intake material. And in the spirit of Universal Design for Learning (UDL), switching to a dyslexic-friendly font for the 15-20% of students who need it will benefit all students with easier-to-read text.

In general, dyslexic brains are best supported by san-serif fonts with no italics or condensed lettering.

The best standard fonts to support dyslexia include: Arial, Helvetica, Verdana, and Courier (a serif option that's more accessible than Times New Roman). Other good options are: Calibri, Trebuchet, Open Sans, Tahoma, and Century Gothic.