The Search for Moderators in Disfluency Research

Recent research has demonstrated that, under the right circumstances, making fonts harder to read can improve educational outcomes. However, the initial demonstrations did not fully map out the boundary conditions for where this effect will and will not be observed. In this paper, we identify some of the most plausible moderators of the effect and provide some cautionary notes on how to interpret and report findings regarding disfluency in education. Copyright (C) 2014 John Wiley & Sons, Ltd.