Rutgers University

- Conducted a double-blind study.

- Students were shown a slide with eight facts about a fictional star during a regular class period.
   - Given 90 seconds to read the text.
- Afterward, the class continued with their regular lesson of copying notes from the board and completing their paper assignments.

- Control Group → showed a text with Arial font.
- Study Group → showed the same text but with Monotype Corsiva font (the disfluent font).

Disfluent Fonts in Education Study

French, M. M., Blood, A., Bright, N. D., Futak, D., Grohmann, M. J., Hasthorpe, A., Heritage, J., Poland, Remy L., Reece, Simon., & Tabor, J. (2013). Changing Fonts in Education: How the Benefits Vary with Ability and Dyslexia. The Journal of Educational Research, 106(4), 301–304.

Changing Fonts in Education: How the Benefits Vary with Ability and Dyslexia

Full Text from Changing Fonts in Education: How the Benefits Vary with Ability and Dyslexia

- 35 minutes later, the students were each given seven multiple-choice questions that tested what they remembered from the slide.
- The students were not informed of the test.
   - Their names on the test were used to link to their MidYIS band and to find out if the students were dyslexic or not.

- Monotype Corsiva was the chosen disfluent font because in Diemand-Yauman et al. (2011), three fonts, including Monotype Corsiva, significantly improved in recalling information than Arial font.

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