Typographic Features of Text and Their Contribution to the Legibility of Academic Reading Materials: An Empirical Study (original) (raw)
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Reading in examination-type situations: the effects of text layout on performance
Journal of Research in Reading, 2006
Examinations are conventionally used to measure candidates' achievement in a limited time period. However, the influence of text layout on performance may compromise the construct validity of the examination. An experimental study looked at the effects of the text layout on the speed and accuracy of a reading task in an examination-type situation. A survey of the reading strategies used in examinations was conducted to help in defining the reading context in which text layout may have an effect. A set of guidelines was also derived from research on typographic features of text and these were used to select three text layouts (intended to be more or less legible) from the layouts used in English language reading examinations. Results of the experiment showed that task time was significantly shorter and the number of correct answers per second was significantly higher with the layout conforming to legibility guidelines. Participants' judgements indicated that this layout was also the easiest in which to find answers and the most attractive. The main conclusion of the study is that text layout affects performance in a task that involves reading text to search for specific information in order to answer questions on it under time pressure. Consequently, the construct validity of examinations may be compromised by confounding legibility with reading skills.
Previous research has assessed whether the typographic layout of reading examinations affects performance. To complement this under-researched aspect of assessment, an experimental study sought to find out whether such an effect is limited to types of question that require more location than comprehension processes; or whether it is also found with types of question that require comprehension processes to a greater extent. The results showed that participants read a text and answered questions on it faster with a text layout conforming to legibility guidelines. This is true for both types of question, regardless of the reading processes required.
Information Design Journal, 2016
there is an important aspect of reading examinations that is yet to be addressed the types of question reading tasks tested In their studies, Lonsdale et al. (2006) and Lonsdale (2007) included only one of the two types of question tested in English language reading examinations which di er in reading process requirements That is some questions require more location process e g locate and match speci c information and other more comprehension process e g understanding of main ideas). Therefore the present paper proposes to ll this gap in the research by ascertaining whether text layout has an e ect on performance when answering both types of question or whether it is limited to a type of question that requires more location than comprehension processes In order to understand the aim of the proposed study, this paper starts by reviewing literature to provide background information on the relevant aspects inherent to the construction of English language reading examinations.
Effects of information layout on reading speed: differences between paper and monitor presentation
Proceedings of the Human Factors and …, 2001
This paper presents the results of an experiment measuring the difference of reading speed and preference when reading on paper or screen. Extending previous experiments on the topic of reading speed measurements, which usually concentrate in specific age groups, in this experiment, forty two participants from across the adult life span took part in reading on computer screen or on paper. Results are in agreement with previous studies, which showed that reading from paper is significantly faster (around 10-30%) than reading from screen. No significant differences in terms of reading speed and preference among the three information layouts (one-column, two-column and threecolumn formats) used in this experiment were found.
This experimental study investigated the relationship between font type, font size, and line spacing and legibility, as measured by speed of reading, comprehension, and recalling. Instruments for testing legibility and reading comprehension were presented in eight typographical styles in print. The study tested 90 students for legibility and 76 students for comprehension. The subjects were chosen from Urmia Language Center in Urmia, Iran, and they were both girls and boys. Two weeks after the reading comprehension test, the subjects took part in recalling test. In all tests, the subjects were randomly assigned to one of the eight different typographical styles with Arial or Bookman Old Style (font selection) and 10pt or 12pt (font size). But the subjects had both set solid and double spaced leading in their instruments. Results indicated that the 12pt was read faster than 10pt. But font selection and line spacing did not have any significant effect on reading speed. Also, there were no significant results with regard to comprehension and recalling.
The Influence of Typography on Algorithms that Predict the Speed and Comfort of Reading
Vision, 2020
1. The speed with which text can be read is determined in part by the spatial regularity and similarity of vertical letter strokes as assessed by the height of the first peak in the horizontal autocorrelation of the text. The height of this peak was determined for two passages in 20 fonts. The peak was unaffected by the size of the text or its content but was influenced by the font design. Sans serif fonts usually had a lower peak than serif fonts because the presence of serifs usually (but not invariably) resulted in a more even spacing of letter strokes. There were small effects of justification and font-dependent effects of font expansion and compression. 2. The visual comfort of images can be estimated from the extent to which the Fourier amplitude spectrum conforms to 1/f. Students were asked to adjust iBooks to obtain their preferred settings of font and layout. The preference was predicted by the extent to which the Fourier amplitude spectrum approximated 1/f, which in turn was jointly affected by the design of the font, its weight and the ratio of x-height to line separation. Two algorithms based on the autocorrelation and Fourier transformation of text can be usefully applied to any orthography to estimate likely speed and comfort of reading.
Legibility and Reading Performance
2007
ClearType is an onscreen text rendering technology in which the red, green, and blue sub-pixels are separately addressed to increase text legibility. However, it results in colored borders on characters that can be bothersome. This paper describes five experiments measuring subject preference, text legibility, reading performance, and discomfort symptoms for five implementation levels of ClearType rendered text. The results show that, while ClearType rendering does not improve text legibility, reading speed or comfort compared to perceptually-tuned grayscale rendering, subjects prefer text with moderate ClearType rendering to text with grayscale or higher-level ClearType contrast. Reasons for subject preference and for lack of performance improvement are discussed.
The Effects of Font Type and Spacing of Text for Online Readability and Performance
Texts are a group of letters which are printed or displayed in a particular style and size. In the course of the fast speed of technological development everywhere and expanding use of computer based instruction such as online courses, students spend more time on a computer screen than printed media. Texts have been the main element to convey messages. It has also been a significant component for learning. The main goal of this research is to measure the effects of font type and spacing of on screen text and its readability in improving and boosting the learner's ability to read easily, recall information, and enhance their reading speed and comprehension from on screen text with different topics. The readability of text on screens is necessary to ensure effective engagement in order to enhance the level of students' readability. For this purpose two font types were selected, Times New Roman (serif) and Verdana (san serif) for the respondents. Verdana was designed only for computer screens display. Readability test on a computer screen was conducted on 30 postgraduate students. Overall, the results showed that there was a significant difference between the readability of serif and san serif font type of on-screen display. The research findings suggest Verdana font type as a better choice in displaying long text for on-screen display.
Information Design Journal, 2007
The present paper reports three experiments investigating the effect typographic design of examination materials has on performance. Significant differences in performance were always found in all three experiments. These differences were always in favour of text and/or question and answer sheet layouts conforming to legibility guidelines. Participants also considered the questions with these layouts easy to answer. The main conclusion was that text and question and answer sheet layouts displaying a combination of typographic features intended to improve legibility facilitate efficient search reading and answering of questions at the perceptual level of reading. The effect of typographic layout on performance should therefore be considered in order to construct valid and reliable examination materials.
Typographic Features of Text: Outcomes from Research and Practice
Typographic Features of Text: Outcomes from Research and Practice, 2014
This paper presents a comprehensive review of literature on the legibility of printed text in order to provide informed guidance on the design and preparation of typographic materials. To this end, experimental findings are taken into account, as well as the perspective of typographers, graphic designers, and authors. First, the typographic features of text are reviewed and illustrated individually to identify all the features that specifically characterise text layouts. It is emphasized, however, that the various typographic features should be selected in relation to each other, and that it is the combination and manipulation of all these typographic features as a group that makes the text legible. Studies are then reviewed and illustrated on the typographic structure of text as a whole. This information will prove useful to anyone involved in the development of typographic materials, including typographic and graphic designers, teachers and students