Student Readability Research Studies will be Presented at Leading Scientific Reading Conference
Technology provides an opportunity for personalized learning, which moves from a one-format-fits-all approach to one tailored for the student. Educational content can be formatted for each student in their best reading format, enhancing the student’s ability to learn. Better reading experiences create more equitable learning environments, ultimately expanding access to educational, career, and life opportunities.
Research is critical to getting it right. Teams across the readability ecosystem are working together to study more about the impact of typographical changes to digital text on children learning to read and reading to learn.
The Society for the Scientific Study of Reading (SSSR) Conference reports on all aspects of reading and its related areas, including issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults, comparisons of orthographies, and more. Readability is on the agenda this summer at the twenty-ninth annual meeting of the SSSR Conference in Newport Beach, California, July 13-16.
Cross-disciplinary research teams led by Dr. Stephanie Day, University of Central Florida, and Dr. Shannon Sheppard, Chapman University, will deliver posters summarizing their readability research. Please join them to discuss the results and implications for education.
The Effect of Individualized Font Formats on Reading Speed and Comprehension
for Students in Grades 3-8
Presenting Author, Dr. Stephanie Day
Thursday, July 14, 11:40 am
Influences of Font Format on Reading Comprehension:
Implications of Font Personalization in K-8 Students
Presenting Author, Dr. Shannon Sheppard
Saturday, July 16, 11:50 am
ABOUT the Society for the Scientific Study of Reading (SSSR): SSSR promotes the scientific study of reading and disseminates information about reading and related areas such as language and literacy. The society sponsors conferences and a scientific journal.
The SSSR journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and occasionally, scholarly reviews of the literature and papers focused on theory development. Papers range from very basic studies to those whose main thrust is toward educational practice. The broad remit of the journal to include work on “all aspects of reading and its related areas,” includes issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults, comparisons of orthographies, and more.