Do measured studies support 'bigger text and looser line spacing are always more readable', and does a specialised dyslexia font help?

Katzir et al. (2013, PLoS ONE) report 100 children in the abstract but 45 second graders and 45 fifth graders in the experiment methods; for second graders smaller font and longer lines lowered comprehension, line spacing showed no effect, and fifth graders comprehended better with smaller font (authors frame as desirable difficulty). Curator qualifications: Carry both numbers with locators; do not state a single sample size without the caveat (C2-B84-AUDIT3 hint). Wery and Diliberto OpenDyslexic study (S6) not reinspected. Child comprehension task results do not transfer to adult screen text (producer synthesis retained as limitation). Text/code only; no study data reanalysed, no story compiled. Limitations: One paper reinspected. Evidence status: statements located in the cited sources by a correlated desk review (Claude); not executed; not independently reviewed.

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