Reading the situation: The relationship between dyslexia and situational awareness for road sign information

Benjamin Taylor*, Eugene Chekaluk, Julia Irwin

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    6 Citations (Scopus)

    Abstract

    Road signs are tools that provide crucial information to drivers about various roadway situations. Therefore, the present study aimed to assess the levels of 'situation awareness' held by drivers in relation to these signs. This study also assessed the relationship between dyslexia, road sign comprehension, and road sign situation awareness, thus building on the limited research in this area. Drivers completed measures of road sign comprehension and dyslexia. Drivers then completed three drives on a driving simulator; each followed by a probe containing queries about the perception, comprehension and projection of road signs seen in the preceding drive. Situation awareness was lowest at the level of projection. Further, dyslexia was negatively associated with road sign comprehension, and road sign situation awareness, suggesting that the disorder may be detrimental for multiple forms of road sign processing. Implications are provided in the form of a 'SAFE' driver training program that targets a holistic form of road sign processing which takes into account sign meanings in relation to both in-vehicle and outer-vehicle factors; thus encouraging proactive driver behaviour.

    Original languageEnglish
    Pages (from-to)6-13
    Number of pages8
    JournalTransportation Research Part F: Traffic Psychology and Behaviour
    Volume36
    DOIs
    Publication statusPublished - 1 Jan 2016

    Keywords

    • Dyslexia
    • Road sign information
    • Situation awareness

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