Enhancing Web Accessibility for Users with Dyslexia: Evaluating Strategies and Inclusive Design Outcomes in Pakistan

Abstract

Web accessibility remains a critical challenge for individuals with dyslexia, who often experience difficulties in reading, navigation, and information processing in digital environments. Although international standards such as the Web Content Accessibility Guidelines (WCAG) exist, many websites fail to incorporate design features that support users with dyslexia. The present study employed a quantitative within-subject design to examine the impact of accessibility-enhanced web interfaces on usability and cognitive strain among users with dyslexia in Pakistan. The final sample (n = 100) individuals with a formal diagnosis of dyslexia confirmed by a certified psychologist (M = 21.8 years, SD = 3.5) completed structured web-based tasks under two conditions: conventional web design and enhanced accessibility design. Usability outcomes included task completion time, error rate, and perceived readability, while cognitive strain outcomes included scores on the NASA Task Load Index (NASA-TLX). Paired-sample t-tests indicated that participants completed tasks faster on accessibility-enhanced interfaces (M = 9.1 min, SD = 2.6) than on conventional websites (M = 13.2 min, SD = 3.1), p < .001, with fewer errors and higher readability ratings. Cognitive strain scores across all NASA-TLX dimensions were significantly lower under the accessibility condition (p < .001). These findings demonstrate that dyslexia-friendly design features, including readable fonts, optimized contrast, and simplified layouts, substantially improve usability and reduce cognitive burden. The study provides evidence-based recommendations for inclusive web design and highlights the need for greater adoption of accessibility focused digital practices in Pakistan.