Dyslexic Interactive Typos

This project draws inspiration from dyslexia, particularly the experience of reading as a process that is not always stable, linear, or immediately resolved. The interactive sketches incorporate exercises derived from dyslexia assessments—such as nonword reading, letter substitution, and word recognition tasks—but reinterpret them as visual experiments. Letters fracture, shift, and temporarily lose coherence, asking viewers to renegotiate meaning through attention and time. Rather than treating dyslexia as a deficit, the work approaches it as a lens through which the instability of language becomes visible. The fractured typography and interactive distortions invite viewers to experience the effort of recognition and the tension between legibility and confusion. This approach connects to my broader fine art practice, which examines the assumptions we often make about others—that they perceive, understand, or respond to the world in the same way we do. When those assumptions break down, moments of hesitation and misalignment appear. By foregrounding these disruptions in reading, the project highlights how perception and comprehension are not universal or fixed, but negotiated differently by each individual.