Standardizing of criteria and parameters for publishing texts in paper, electronic, digital or any other form allowing dyslexic people access to culture through easy reading

Abstract

Method for standardizing the layout and formatting of books and graphic texts in paper, digital, electronic or any other format, through the definition of the criteria for the use of dimensions, colors and shapes of the page and the font used, as well as the text arrangement and layout rules, to be used in the publishing world to offer an economically sustainable solution at an industrial level for the publication of texts immediately usable by dyslexic people, which do not have to be subsequently reworked through individual compensatory tools and which allows to expand the commercial distribution of these texts with the presence of the product on the mass market, encouraging dyslexics' approach to reading and their access to culture.

Description

[0001] STANDARDIZING OF CRITERIA AND PARAMETERS FOR PUBLISHING TEXTS IN PAPER, ELECTRONIC, DIGITAL OR ANY

[0002] OTHER FORM ALLOWING DYSLEXIC PEOPLE ACCESS TO CULTURE THROUGH EASY READING

[0003] DESCRIPTION

[0004] This method aims to standardize the criteria and parameters for publishing texts in paper, electronic, digital or any other virtual form that technology offers, without requiring further adaptations.

[0005] 5 This is to allow dyslexic people, who are estimated to be in the order of 10% of the world population, to find tomorrow among the shelves of any library or bookstore, physical or online, books and texts on every topic that allow them access to culture through easy reading, with a technique that could be equivalent to the standardization of Braille

[0006] 10 writing for blind people.

[0007] The problem.

[0008] The Italian Dyslexia Association provides the following definition of dyslexia: "Dyslexia - specific reading disorder which manifests itself as a difficulty in reading a text accurately and fluently in terms of speed and 15 correctness. This difficulty, due to reading fatigue, is often reflected in the comprehension of the text.

[0009] These disorders depend on the different functioning modes of the neuronal networks involved in reading processes, that is, on a different functioning of the brain and its learning methods.

[0010] 20 They are not caused by an intelligence deficit, environmental or psychological problems or even sensory deficits.

[0011] These disorders are not a disease as they are not due to organic damage, but to a different neuro-functioning of the brain, which does not hamper the realization of the specific skill (reading) but requires longer times and greater loads of attention. This characteristic is innate and is not transitory: it accompanies the individual throughout his life, even if it changes during developmental age.

[0012] The solutions are therefore not to be found in rehabilitation programs of any kind, but in the simple preparation of an appropriate layout that can allow people with this neurological diversity to read that text without being hindered by practical difficulties, given only by physical characteristics linked to the layout of the text and not by its content or the expository form used. Definition continues : "Therefore one cannot "get cured" from Specific Learning Disorders but the difficulties that accompany them can be compensated for with time and with good strengthening and rehabilitation activities."

[0013] With these last words: "a good strengthening and rehabilitative activity", we mean the possibility for the dyslexic to have access to texts laid out in ways that allow them to read them easily.

[0014] To date, the approach to this problem, i.e. access to directly usable texts, is mainly based on a personalization of the solutions by the dyslexic person himself, who adapts the texts given to him in electronic format on his computer and modifies them to be able to read them.

[0015] In specific contexts, especially in the scholastic and pedagogical field, there are small niche editorial productions, digital or paper, still at an experimental level, but if you access a library or bookshop, physical or online, there is no section of books that are published in an accessible format for dyslexics regardless of the topic covered.

[0016] A brief historical introduction:

[0017] Writing is a method created by man to place conventional and arbitrary signs or symbols combined with a language and concepts on a physical support, thus allowing the transport of the latter in time and space without the needs of the natural person who formulated them.

[0018] This aim immediately clashed with the physical difficulty of finding the right support (papyrus, parchment, paper, etc.), finding a material to mark the support that would remain over time, the inks and, finally, with the problem of physicality, of these documents which makes their management, storage and preservation complex in large quantities and over time.

[0019] These needs and the fact that writing was at the service of a few people led the evolution of writing to ignore problems such as dyslexia, and to concentrate on finding the most economical methods to write the maximum amount of information in the minimum space, wasting minimal ink and using the least possible amount of parchment or paper. Our editorial tradition is still anchored to these traditions, once useful, but which can now be considered, especially with the advent of the electronic format, a pure aesthetic quirk linked to tradition, certainly of little use for the dyslexic reader.

[0020] As described in the first part, the problem of dyslexic people is a problem "of different neuro-functioning of the brain, which does not prevent the realization of the specific skill, reading, but requires longer times and greater loads of attention."

[0021] The state of the art.

[0022] The only filed patent known to me, aimed to provide an answer to this problem is the patent filed in the USA on June 16, 2003, US 2004 / 0253568A1, inventor Bonnie S. Shaver-Troup, published on December 16, 2004.

[0023] Claim 1 of the patent claims : "A method of improving reading of a text, comprising the computer-implemented steps of: receiving an individual reader profile; selecting, based on the individual reader profile, a set of text formatting criteria from among a plurality of stored sets of text formatting criteria; receiving a first text; reformatting the first text, based on the selected set of text formatting criteria, to result in creating and storing a second text, wherein the reformatting includes expanding spacing of characters within words of the first text."

[0024] The patent is certainly affected by the state of the art of communication systems technology, computers, the absence of artificial intelligence and on the other hand all the progress made in the last 20 years in the study of dyslexia; The patent specifically and the previous and subsequent works to offer solutions to the problem remain within the single individual intervention, like any other known attempt at present.

[0025] This method frees reading from the need for the intervention of a single person on a single text, and allows optimization of production and distribution costs, making these texts accessible to all dyslexics and, probably, also to people with other cognitive diversities that disturb an easy reading of the texts that are normally published nowadays.

[0026] The method: This method aims to provide a standardization of all parameters that can directly influence the facilitation of text reading for dyslexic people. This is for any text of any topic and of any format.

[0027] Standardization concerns: the sheet, i.e. the support, in paper or digital; the characters or fonts; the formatting of the text and the layout. All parameters not expressly analyzed in the method are considered not influential for this purpose and their different interpretation falls within the individual editorial choices.

[0028] Formatting and layout

[0029] Formatting is the process of structuring the graphics of a digital text document. During this phase you set elements such as the format, font, character size, line spacing, text alignment and so on.

[0030] Layout prepares the text for publication in a paper or digital book by choosing, for example, the page template, size or colors to use.

[0031] Presentation of the method Standardization concerns: the sheet, i.e. the support, paper or digital; the character; the layout of the text and the layout.

[0032] The area and the sheet

[0033] The print area is the portion of a worksheet or document that will actually print. In other words, it is the part of the sheet that will contain the visible content when you print the document.

[0034] The term "sheet" refers to the physical medium on which the content is printed. It can be paper, cardboard or other material;

[0035] The two faces of the sheet are called pages; the value to be defined is solely the color of what in graphics is defined as the area in which the text will be placed

[0036] The size of the sheets and the type of support, i.e. the dimensions of the various digital screens or the dimensions of the sheets used or the types of paper or cardboard used have no influence on the quality of reading of a dyslexic, or in any case have the same impact as they would have on a non-dyslexic person, and are therefore not considered among the parameters to be regulated in this method.

[0037] Colours: the choice of colours, both of the area of the sheet and of the character, is important and starts from a starting consideration: shiny colors and excessive contrasts disturb, creating reverberation and flickering effects which are one of the characteristics that hinder the reading for dyslexic people.

[0038] To define the colors we will use digital graphic language. There are two methods used to create colors in the world of paper or digital graphics, the "Additive Synthesis" or RGB method and the "Subtractive Synthesis" method, CMYK, both known and state of the art.

[0039] Monitors and in general many electronic equipment use RGB (Red - Green - Blue) additive synthesis; on the contrary, all printers and publications on paper use CMYK (Cyan - Magenta - Yellow - blacK) subtractive synthesis.

[0040] The "color space" of monitors, or the range of colors that can be displayed, is given by the combination of light beams of different colours, namely red, green and blue, which hit the eye; the latter, when reached by a light made up of two or more components, is not able to perceive the parts separately: instead it processes a global synthesis, making us "see" an intermediate color between the initial ones.

[0041] RGB (three-colour) is the additive synthesis color method based on three primary colours: red, green and blue which are mixed together to obtain all the other colors of the chromatic spectrum.

[0042] The union of the three colours, at maximum saturation, generates white, and therefore totally reflects the light.

[0043] We can manage RGB color by assigning a tonal value to each of the three primary colors of additive synthesis: red, green, blue.

[0044] These values are based on a tonal scale from 0 to 255.

[0045] The reason for this number is color depth: a 24-bit-per-pixel RGB color digital image contains 8 bits for the red color channel, 8 bits for the green channel and 8 bit for the blue channel. This system guarantees 256 levels of light intensity for each channel, and this translates into the possibility of obtaining over 16.7 million colors (256 x 256 x 256).

[0046] A tonal value of 255 will correspond to the maximum intensity of that primary color. Instead, setting it to a value halfway between 0 and 255 we will have an average intensity and at a value of 0 the absence of that color among the components.

[0047] We are talking about brightness, the light emitted by the devices, so when we "mix" the three colors at the same time, it will be possible to notice that, at high tonal values we will obtain light colors, vice versa if we set low tonal values, we will obtain dark colors.

[0048] So if we wanted to get the "ultimate" yellow we should set: R 255, G 255, B 0., i.e. the maximum of green and red and the total absence of blue. Now, normally in the current paper or digital printing parameters, the sheet has the color R 255, G 255, B 255, i.e. the purest white obtainable on the screen, while the characters have the color "R 0, G 0, B 0", that is, the most absolute black obtainable on the screen.

[0049] Both of these colors are extremely shiny and, both alone and in combination with each other, are very difficult for dyslexic people to manage while reading because they create the above-mentioned reverberations.

[0050] As a minimum proposal, it is proposed that no graphic choice includes colors that can have even just one of the three RGB components with values between 245 and 255 at the upper limit and between 10 and 0 as the lower limit.

[0051] The color of the sheet or area:

[0052] Experience in the field suggests adopting a neutral, non-glossy sepia color for the sheet area and a softer black for the characters. Among the many that can be used, always avoiding shiny colors, the method has chosen as standard the RGB color R 240, G 230, B 220, which in CMYK language has the code #f0e6dc. This choice, one among various equally valid shades, is made due to the ease of memorizing the values, which can facilitate their communication.

[0053] Many other colors can be chosen on the basis of the same parameters and with the same objectives while remaining within the scope of the method.

[0054] The color of the characters: For the same communicative and mnemonic reasons used for the color of the areas, the method proposes a non-glossy black as the color for the text characters, which avoids excessive contrasts, i.e. the RGB color R 50, G 50, B 50, which in the language CMYK has the code #323232.

[0055] Many other colors can be chosen on the basis of the same parameters and with the same objectives while remaining within the scope of the method

[0056] Font and characters size: the most recent studies and field tests have shown that to read a text easily, dyslexic people need fonts in the body of the text that have a graphic size of at least 18 points.

[0057] Character sizes in digital graphics are expressed in points, and any current writing program has a default text setting of 12 points, corresponding to 4.236 mm; the point, today corresponds to 0.352 mm. Unfortunately, however, over the centuries, various units of measurement have also been developed in the typographic field: for many years, the standard in this sector was the Didot point, which was itself a reworking of the Fournier point; at 0.375 mm, the Didot dot was slightly larger than the modern dot, PostScript, or DTP, which has a size of 0.353 mm. So a font size of 12 point Didot is 4.5 cm, while if we use modern DTP it is 4.236 cm.

[0058] These differences, especially for a dyslexic, could make the difference between being able to read the text itself or not. Furthermore, possible future arbitrary variations do not allow the definition of a unique parameter.

[0059] To achieve this objective, this method linked the measurement in points of the characters to the measurement in tenths of the view, a parameter certainly subject to less arbitrariness.

[0060] For the standardization of the method we will try to report the "points" criterion used in graphics with the standardization of sight in ophthalmology, in tenths; if the rapid progress of graphics techniques led to a change in the systems for measuring the size of graphic characters, the relationship of these new parameters with the tenths of vision used in ophthalmology would remain unchanged. 10 / 10 of sight: the so-called tenths are the measurement scale used to measure visual acuity, i.e. the smallest spatial resolution appreciable by the human eye. It can be expressed in tenths, as normally happens in Italy, or in twentieths (20 / 20) as happens in the USA, or even in sixths (6 / 6) as happens in the United Kingdom.

[0061] This scale is based and calibrated on the visual normality of the population: seeing 10 tenths means being able to read at a distance of ten meters what the average person can read at that distance. Seeing 3 tenths instead means having to get closer to 3 meters to read what the average person sees at 10 meters; vice versa, seeing 12 tenths means being able to see at 12 meters what the average person sees at 10 metres.

[0062] So the ratio of tenths of view to character size is simply inversely proportional.

[0063] Coming to the digital printing font, however, as already mentioned, any writing program has a default text setting of 12 points.

[0064] It can be deduced that the print character size of 12 point DTP is the size considered normal for reading a text, held at a standard distance, considered between 40 and 60 cm, from a person with normal vision of 10 / 10 or who uses corrective lenses that bring him to that level of visual acuity.

[0065] If we combine the parameters of the points of the graphics, which have no submultiples, with the tenths of the view we can then arrive at the simple table of correspondences that I list below:

[0066] 12 / 10 (tenths) x 10 = 12 (points)

[0067] 12 / 9 (tenths) x 10 = 14 (points) (theoretically 13.33)

[0068] 12 / 8 (tenths) x 10 = 15 (points)

[0069] 12 / 7 (tenths) x 10 = 18 (points) (theoretically 17.14) 12 / 6 x 10 = 20

[0070] 12 / 5 x 10 = 24

[0071] 12 / 4 x 10 = 30

[0072] 12 / 3 x 10 = 40 12 / 2 x 10 = 60

[0073] 12 / 1 x 10 = 120.

[0074] In this table, given the decrease in view expressed in tenths, in the second column from the left, in the last column we will have the proportional increase in the size of the character to be used expressed in points; that is, if a person with 10 / 10 vision can easily read a book held in the hand if printed with a font size 12, a person with 9 / 10, without corrective lenses will be able to do so with a book printed with font size 14, a person with 8 / 10 vision will be able to read the same text in the same mode if those characters have a size of 15 points, and so on.

[0075] The table created allows us, read in reverse, to use the subjective parameter of 18 points, linked to the arbitrary size of the "digital point" by retracing the formula in reverse and therefore equating the reading needs of a dyslexic to those of a person who has you have 7 / 10 vision and do not wear corrective lenses.

[0076] We will therefore use the tenths of view as a parameter in the main claims to avoid that a change in the graphic standards could make the 18 graphic points an indication that is no longer functional.

[0077] Furthermore, in the case of introducing a new graphics unit, which to give an example here we will call "NGU", it will be sufficient to find the number N of NGU established as a valid standard for reading by people with 10 / 10 vision, insert it in place of the value "12" in the first left column of the given formula, and we will immediately find in the 7 / 10 line of sight the NGU value of the characters to be used for prints for dyslexics using the method whose protection is requested.

[0078] As a theoretical example:

[0079] If, due to a miniaturization of all systems, the current value of 12 points were to be renamed and reparameterized to 600 NGU, it would be sufficient to use this simple formula: 600 NGU / 7 x 10 = 857 NGU, to obtain the value in this new unit ( NGU ) of the text size to be used for texts for dyslexics, namely 857, possibly roundable to the higher figure, 860 or 900 NGU, or at least 42.85% more than the size used for non- dyslexic people with 10 / 10 vision. This formula allows you to immediately establish the new value with any basic unit of the character which will then be used for the body of the text in this printing method created to facilitate dyslexics in reading. In a more crude but equally effective way, this comparison led us to establish that the size of the font used in printing texts for dyslexics can have a ratio of 1.5 to 1 compared to the same text laid out normally or even be defined as 50 % (rounding 43%) larger than that normally used for people with 10 / 10 vision

[0080] The 18 points refer to the font size of the body text; the absolute minimum size of the characters used for the notes will however be size 14, equivalent to 9 / 10 of view.

[0081] The choice of sizes larger than 18 for the titles or for the body of the text itself due to editorial needs or choices, without creating reading problems, will remain at the discretion of the publisher. Taking into account the digital world and the use of tablets with 10-inch screens as a mass tool for reading books in digital format, the method also proposes a second variant, in favor of both people with serious dyslexia problems and people visually impaired, with font size 28 chosen for the body text, regardless of the font used. This choice, combined with greater spacing between letters and between words and the horizontal positioning of the A4 sheet, results in pages containing between 5 and 8 lines, and increases the number of pages of a text in digital format tenfold compared to to the original edition, making it extremely easy to read. Obviously the drawbacks will be having to brows pages much more often and making a paper version of the text difficult to manage, but we believe that the problems created are marginal compared to those solved.

[0082] Finally, for this solution we suggest at this historical moment the use of the PDF format, which keeps the entire format and graphic choices unchanged, only adapting the size of the page to the screen; this avoids the problem of the automatic change of layout that other formats (e.g. epub) entail, which could cancel out graphic choices that are necessary for the purpose. Fonts, i.e. the different character types:

[0083] By font we mean the typographic character or the set of printing characters sharing a certain graphic style.

[0084] Reading for dyslexics is hindered by the presence of serifs, i.e. those elongations, usually orthogonal, placed at the ends of the character, which are used to make the character more elegant, indeed more "graceful".

[0085] The characters allowed by the method in printing will therefore be all "sans serif" characters already known and at the state of the art. Lately, various characters designed for dyslexia have been studied and proposed; most of them are protected by copyright and their use is subject to the prior authorization of the authors; for the record, please note that, unlike patent rights, copyright rights expire 70 years after the death of their creators, sometimes making the possibility of using them for commercial printing more expensive and complex.

[0086] This method proposes the use of one of the fonts created specifically for dyslexics: Opendislexic.

[0087] This font, the details of which can be found on the website https: / / opendyslexic.org / , was released in open source, i.e. free from any rights, even for commercial use.

[0088] While the proposals of all other fonts "sans-serifs" remain valid, the proposals of this patent will be made using this font, in a non-exclusive or reductive manner for the purposes of the scope of the patent.

[0089] Kerning: the empty space between the letters within a word: in traditional typography the spacing system is based on a parallelepiped shape with a square base that has the same body as the character of which it is part; In photocomposition and video processing the large square is called EM and corresponds, for a given family of characters, to a square whose size is the size of the body of the letter with maximum use of the character's space, the capital M.

[0090] This size is divided into 18 parts, each of which constitutes the unit of measurement for the juxtaposition of letters and words; by dividing it into submultiples, the units of measurement to be related to the entire character approximation code are obtained; normally the space between two letters corresponds to a third of the size of the body. For example, if the body size is 12 points, the standard spacing between two characters corresponds to 4 points.

[0091] This theoretical distance in reality is proportional to the size of the base of the letter, since the letter "i" has a much smaller base than the letter "m" which shares the same vertical dimension; thanks to electronic composition we can manage the spacing between characters as we like by acting on kerning, i.e. the process that allows us to increase or reduce the space between two letters. Nowadays, programs allow you to increase or decrease the kerning starting from a value of 0 which is the standard distance established by the creator of the font, reducing or increasing it by tenths of a point, as needed.

[0092] In fonts for dyslexics this problem has already been solved and there are no changes to be made, while for sans-serif characters the method proposes to bring the standard distance between characters to half the size of the body, i.e. to 9 / 18 of the parameters above cited, net of possible major graphic and editorial choices. The variability of this theoretical parameter leads to the practical solution of having, in this method, the kerning values always positive and in the two proposed practical solutions, to values of two and three positive kerning points respectively.

[0093] The characters' styles: the most used styles and those commonly found in all writing programs are four: the normal font and the three versions in Italic, Bold and Underlined, single or double, all known to the state of the art .

[0094] There are other styles which, however, are not used for writing texts but to highlight or highlight the deletion or revision of individual terms, or with specific purposes that go beyond the reading of the songs and which will not be regulated here.

[0095] The only style that is not included in the method is "underline", whether single or double underline.

[0096] The addition of lines to the text increases the reading difficulty for the dyslexic who needs the greatest possible spacing between the graphic signs to be able to manage reading easily.

[0097] Italics is not recommended as the default style and its use is recommended only to highlight particular paragraphs, leaving the final decision to the layout editor. The use of bold and / or italics can help to pragmatically solve a specific problem of dyslexics: dyslexics often misread the so-called mirror letters, i.e. the letters which, like the "p" and the "q", or the "b" and "d" are represented in the majority of fonts with the same graphic sign, simply rotated by 180° on the vertical or horizontal axis.

[0098] Fonts for dyslexics have made small variations to distinguish them and some digital proposals use different colors for these letters.

[0099] As a practical solution that avoids the use of colours, within a body of text entirely in normal font, we propose the use of italics and / or bold to distinguish the mirror letters from each other, as well as in all cases of possible misunderstanding that is created in a specific fonts, giving the dilexic reader a visual marking that facilitates their recognition.

[0100] Leading: by leading we mean the vertical space that separates two lines of text. Actually, the space that separates the two baselines on which two subsequent lines rest. The baseline is that invisible line on which the letters without descendants rest.

[0101] This height is mostly measured in points, just like font sizes. We therefore find it indicated by a number, followed by "pt", which means typographical points, and is the unit of measurement of fonts in the world of printing; "interline" is called "leading". This word derives from "lead"; in fact, it was born precisely in the field of movable type printing, to indicate the lead bar that was placed between one line of characters and another to obtain the right distance. Usually, in graphics programs, as well as in video writing programs, the pre-set line spacing is 120%.

[0102] In fonts for dyslexics this issue has already been addressed and resolved in advance and there are no variations to be made except for graphic choice and in any case always increasing the distances between the lines and never reducing them, while for sans-serif characters the method proposes bring the leading value to at least 150% of the font value.

[0103] Other editing settings such as tracking or other font and typeface characteristics are within the editors' design choices and do not affect the readability of text for a dyslexic any more than they do for people who do not have this disorder.

[0104] Text layout: text layout is the process of structuring and graphic decoration that makes a text suitable for printing or viewing on digital media such as word processor documents, websites or electronic books.

[0105] Layout has many components, but the only ones that influence the reading of dyslexics and whose perimeter the method defines are hyphenation, alignment and spacing of paragraphs. Hyphenation, widows and orphans:

[0106] Syllable division, often called hyphenation or syllabification, is the act and manner of dividing a word into syllables; hyphenation is used in writing and printing when, having to wrap at the end of a line, it is necessary to break a word due to lack of space. The possibility of hyphenation in the method is categorically excluded, as it is practically impossible for a dyslexic person to recompose the two parts of the word. Often in graphics this can lead to words that remain alone on a line, whether initial or final, and which for this reason are defined as widows and orphans in graphics.

[0107] The presence of these isolated words in the graphic layout is normally considered an aesthetic defect, however in the proposed method their presence is, if not desired, in any case not opposed because these words constitute a further anchor, a point of reference in the reading of a dyslexic.

[0108] Alignment: alignment is the layout criterion based on which a text is arranged while maintaining the same correctness, i.e. the same column width.

[0109] The text can be laid out according to different types of horizontal alignments:

[0110] The justified:

[0111] In typography, the word justification indicates the layout of a column of text so that all the lines are vertically aligned with each other both along the left and right margins. A text is Justified, either Block or Packet when the correctness is aligned on both sides.

[0112] Right-aligned, or Right-aligned Flag, when the rightness is right-aligned and is not justified (aligned) to the left, reminiscent of the waving of a flag with the flagpole on the right. Left-aligned, or Flag left, when the rightness is left-aligned and is not right-justified (aligned).

[0113] Epigraph or Centered when the length of the lines, according to a pre-established division, is aligned on the central axis of correctness.

[0114] Decreasing, when the rightness, starting from a pre-established alignment, decreases at a constant rate.

[0115] Increasing when the correctness, starting from a pre-established alignment, increases at a constant rate. Diagonal, when the composition, always maintaining the same correctness, moves with a constant rhythm to the right or left.

[0116] Shaped, when the composition, while respecting maximum correctness, follows a design or the outline of an image.

[0117] The method involves normally using left alignment, reserving centered and, where necessary, shaped titles for titles or a few paragraphs, as long as they are never right aligned. However, justified and any style that involves right alignment will be absolutely excluded.

[0118] Return: although it is correct to return at the end of a paragraph, or after a period, in the method it is recommended to return after every meaningful sentence, even if followed by a comma or other punctuation mark.

[0119] Many texts, especially in non-modern styles, have very complex constructions and visually breaking up the sentence, for example by leaving a parenthetical separate from the parts of the main sentence that precede and follow it, helps the dyslexic a lot in reading.

[0120] Finally, advances in technology and artificial intelligence have led to the introduction of the use of non-technical commands based on common language, Al prompts, which are still in extreme evolution; these innovations make us believe it useless to protect in any way the technical procedures for the layout and editing of texts which will be managed from time to time with the technology and instructions of the moment.

[0121] Drawings:

[0122] Due to the nature of the method it is considered superfluous to attach drawings.

Claims

CLAIMSClaim 1) A method of standardizing the formatting and layout of written text, characterized by the use of colors with RGB values between 10 and 245 inclusive for pages and characters, by the use of sans serif fonts or fonts specifically designed for dyslexics, by a character size readable at least by a person with 9 / 10 vision without the aid of lenses, by the fact that the text is written in normal font and / or bold and / or italics, by a positive kerning between characters equal to at least one point, by a spacing between words at least equal to the size of the character used, or at least one tap on the spacebar, by a leading value equal to at least 100%, by the alignment of the text to the left and / or centered, by the deactivation of hyphenation and by a spacing between paragraphs equivalent to at least the height of one line of the text.Claim 2) A method for standardizing the formatting and layout of a text written according to claim 1, characterized by the colors of sheets, pages and print areas with RGB values ranging from 150 to 245 inclusive, by the colors of fonts with values RGB between 10 and 100, by font size for the body text readable by a person with 7 / 10 vision without the aid of lenses, by the use of bold and / or italics for a total of less than 30% of the characters, by the alignment of the body text to the left, by positive kerning between characters of two points, by a spacing between words equal to two taps on the spacebar, and by a leading value equal to at least 130%.Claim 3) A method for standardizing the formatting and layout of a text written according to claims 1 and 2, characterized by the colors of sheets, pages and print areas with RGB values of R240, G230, and B220, by the colors of the characters with RGB values of R50, G50, and B50, by the use of the Opendyslexic font, by a body text font size of 18 points, by a minimum text size of 14 points, by a leading value 150%, and by a spacing between paragraphs equivalent to double the height of a line of the text.Claim 4) A method for standardizing the formatting and layout of a text written according to claim 1, characterized by the colors of sheets, pages and print areas with RGB values ranging from 130 to 245 inclusive, by the colors of fonts with values R and G values ranging from 10 to 160 inclusive and B values between 10 and 245, by a minimum character size of the body text readable by a person with 5 / 10 vision without the aid of lenses, by the use of bold and / or italics for a total of less than 30% of the characters, by positive kerning between characters of at least two points, by a spacing between words equal to at least two taps on the spacebar, by the alignment of the body text to the left, by a leading value 150%, and by a spacing between paragraphs equivalent to at least 150% of the size of the body of the characters.Claim 5) A method for standardizing the formatting and layout of a text written according to claims 1 and 4, characterized by the colors of sheets, pages and print areas with RGB values of R240, G230, and B220,by the colors of the characters with RGB values of RIO, GIO, and B120, by a body text font size of 28 points, by a minimum note text size of 18 points, by a positive kerning between characters equal to three points, by a spacing between words equal to three taps on the spacebar and by a leading value 200%.