Abstract Recent debate has seen the proposition that difficult to read, or disfluent, typefaces can improve certain learning conditions. This is counterintuitive for typography where it is the aim to support reading acts by creating texts that are as clear and as easy to read as possible. We explore recent literature on the disfluency effect in an effort to contextualize the results for typography research that is grounded in functional readability. What is evident is that the discussion about whether or not disfluent reading materials support learning is far from resolved. Further research is needed in key areas such as those related to the typographic principles of visual cuing and emphasis as well as other broader areas such as how we may be able to determine threshold for disfluency, benefit over time, and what impact environmental distractions have on the disfluency effect.

中文翻译：

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流利印刷术对功能性阅读的认知作用综述

摘要近期的辩论提出了这样一种主张，即难以阅读或不熟悉的字体可以改善某些学习条件。这对于排版是违反直觉的，因为排版的目的是通过创建尽可能清晰和易于阅读的文本来支持阅读行为。我们探索有关流散效果的最新文献，以期将基于功能可读性的版式研究结果进行情境化。显而易见的是，关于不同的阅读材料是否支持学习的讨论远未解决。我们需要在关键领域（例如与视觉提示和强调的排版原则相关的领域）以及其他更广泛的领域（例如我们如何确定流离失所的阈值，随着时间的推移获得收益，