Designing for Dyslexia: Readability, Neuro-Inclusion, and Small, Meaningful Progress
Abstract
This column argues that library websites must move beyond visual accessibility toward neuro-inclusion, addressing readers with dyslexia and other hidden disabilities. Building on screen-reader audits, we describe Goldey-Beacom College’s implementation of NC State University Libraries’ open-source Readability Widget, which lets users personalize fonts, backgrounds, spacing, and link emphasis. Readability is an accessibility principle—not an aesthetic choice. Integrating user-controlled design reduces cognitive load, improves reading fluency, and fosters equity in digital learning environments. Accessibility is not only about technical compliance; it is an expression of library values that democratize access, allowing all readers to engage meaningfully with content of all types.
Fields of Study & Subjects
Reading and Literacy Development
Neuroscience
Education and Cognitive Function
Writing and Handwriting Education
Publication details
- Journal / source
- Journal of Library Administration
- Publisher
- Informa UK Limited
- Volume
- 66
- Issue
- 1
- Pages
- 62–77
- Publication date
- 2 January 2026
- Language
- EN