Reading in difficult or novel fonts results in slower and less efficient reading (Slattery & Rayner, 2010); however, these fonts may also lead to better learning and memory (Diemand-Yauman, Oppenheimer, & Vaughan, 2011). This effect is consistent with a desirable difficulty effect such that more effort during encoding results in better…

The overarching goal of the new Florida State University/Haskins Laboratory/University of Connecticut Learning Disability (LD) Hub project is to align computational and behavioral theories of individual word reading development more closely with the challenges of learning to read a quasi-regular orthography (i.e., English) for both typically…