Dyslexia-Friendly Course Design: Fonts, Layout, and Writing That Actually Work

When you design a course for everyone, you don’t just make it easier for people with dyslexia-you make it better for everyone. Think about it: if text is clear, spaced well, and free of visual clutter, even someone without dyslexia reads it faster and remembers more. Yet most online courses still use tiny, dense paragraphs in Arial or Times New Roman, with no regard for how the brain actually processes words.

Why Font Choice Matters More Than You Think

Not all fonts are created equal when it comes to reading ease. Serif fonts like Times New Roman might look traditional, but their little feet and flourishes confuse the brain. For someone with dyslexia, letters like b, d, p, and q can flip, blend, or jump around. The same goes for similar-looking characters like 1, l, and I.

Research from the British Dyslexia Association shows that sans-serif fonts with open shapes and consistent letter spacing reduce reading errors by up to 40%. Fonts like Arial, Comic Sans, OpenDyslexic, and Verdana are proven to help. Comic Sans? Yes. It’s not just for kids’ birthday invites. Its rounded edges and distinct letter shapes make it one of the most readable fonts for dyslexic readers. A 2023 study at the University of Edinburgh found that learners using Comic Sans retained 27% more information over a two-week period compared to those using Arial.

Don’t use decorative fonts. Avoid italics, underlines, and ALL CAPS. They don’t emphasize-they obscure. Capital letters look like blocks with no visual anchors. Your brain can’t tell where one word ends and the next begins.

Layout: Space Is Your Best Friend

Clutter is the enemy of comprehension. A page packed with text, images, and buttons feels overwhelming. Dyslexic readers often lose their place, skip lines, or get stuck on a paragraph because there’s no visual breathing room.

Use generous line spacing-1.5 to 2.0 is ideal. That’s not just a design preference; it’s a cognitive necessity. Single-spaced text forces the eyes to work harder to separate lines. Double-spacing gives the brain time to reset between lines.

Keep paragraphs short. Three to five lines max. If a paragraph runs longer than that, break it up. Use subheadings every 150-200 words. These aren’t just for SEO-they’re mental rest stops. Each one tells the reader: “You’re safe here. Take a breath.”

Left-align your text. Justified text creates uneven gaps between words, which can look like rivers of white space. Those gaps trick the eye into jumping ahead or skipping words. Left-aligned text keeps a steady rhythm.

Use a clean background. White or very light cream is best. Avoid black text on white if you can-high contrast can cause glare. Try dark gray (#333) on off-white (#f8f8f8). It’s gentler on the eyes and reduces visual stress.

Writing That Connects, Not Confuses

It’s not just about how text looks-it’s about how it’s written. Long, complex sentences with passive voice and jargon are barriers. If you’re writing for a course, you’re not writing an academic paper. You’re writing for understanding.

Use simple language. Instead of “utilize,” say “use.” Instead of “in order to,” say “to.” Cut filler words like “approximately,” “regarding,” or “it should be noted that.” They add noise, not meaning.

Break instructions into steps. If you’re teaching someone how to submit an assignment, don’t write a paragraph. Write:

1. Click the “Submit Assignment” button.
2. Upload your file in PDF format.
3. Confirm your name and student ID.
4. Click “Final Submit.”

Use bullet points for lists. People with dyslexia process visual information better when items are separated. A long list in a sentence is hard to track. A bullet list is easy to scan.

Avoid idioms and metaphors. “Think outside the box,” “hit the ground running,” “bend over backwards”-these don’t translate well for non-native speakers or dyslexic readers. Be literal. Say what you mean.

Images, Icons, and Visual Cues

Text isn’t the only thing that needs accessibility. Images, icons, and diagrams can help-or hurt.

Always add alt text. Not “image of a person,” but “woman clicking submit button on laptop screen.” Alt text isn’t just for screen readers-it’s a backup when images don’t load. And for dyslexic learners, it gives context without relying on visual recognition.

Use icons sparingly and consistently. A checkmark means “done.” A warning triangle means “caution.” Don’t switch symbols. If you use a pencil for “edit,” don’t later use a pen. Consistency builds mental shortcuts.

Don’t rely on color alone to convey meaning. Saying “click the red button” is risky. Color blindness affects 8% of men. Instead, say “click the red button labeled ‘Submit.’” Combine color with text or symbols.

Interactive Elements and Navigation

Menus, buttons, and links should be clear and predictable. If your course has a sidebar, keep it the same on every page. If the “Next” button moves positions, learners get lost. Consistency reduces cognitive load.

Use large, tappable buttons. On mobile devices, buttons smaller than 44x44 pixels are hard to tap accurately. That’s not a design flaw-it’s a usability issue. Make buttons at least the size of a thumbnail.

Provide progress indicators. “Module 2 of 6” or “You’ve completed 75%” helps learners track where they are. Dyslexic students often feel anxious about losing their place. A progress bar gives them control.

Allow text-to-speech. Even if you don’t build it yourself, make sure your platform supports it. Tools like Read&Write, NaturalReader, or even built-in screen readers on phones help learners absorb content differently. Don’t assume everyone reads the same way.

Testing Your Course With Real Users

Don’t guess what works. Test it.

Find five people with dyslexia-students, colleagues, community members-and ask them to go through your course. Watch where they pause. Where do they click twice? Where do they look confused? Take notes. Don’t ask if they liked it. Ask: “What did you find hard?”

Use free tools like the Dyslexia Simulator browser extension to preview how your text looks to someone with dyslexia. It blurs letters, shifts spacing, and adds visual noise. It’s not perfect, but it opens your eyes.

Update your course every six months. Accessibility isn’t a one-time fix. New learners, new tech, new research-all of it changes what works.

What This Looks Like in Practice

Here’s a real example: A university in Glasgow redesigned its online orientation course. They switched from Times New Roman to OpenDyslexic. They doubled line spacing. They cut each module down to 8 minutes. They replaced 12 paragraphs of instructions with numbered steps and icons. They added a “Read Aloud” button on every page.

Results? Completion rates jumped from 58% to 89%. Dropouts fell by 67%. Feedback from students? “I finally felt like I belonged.”

You don’t need fancy tools or a big budget. You need awareness. You need to care enough to change one thing: the font. Or the spacing. Or the sentence length. Start there.

Accessible design isn’t charity. It’s better teaching. It’s clearer communication. It’s respect.