Figure/ground, Brightness Contrast, and Reading Disabilities

Abstract

Evidence is cited which indicates that the maximum brightness contrast of black-on-white print was a strong contributing factor in the reading disabilities of children attending a New Zealand reading clinic. Children's responses to questions and general comments about their perception of a printed page indicate a need for research into the figure/ground and brightness contrast organization of children's books. The ill-effects of maximum brightness contrast print could range from a minor irritation to a massive barrier to progress in learning to read.