Personalized Reading Formats Studied in K-8 Students

 

Cross-disciplinary research teams delivered posters summarizing their readability research at the Society for the Scientific Study of Reading (SSSR) annual meeting. The prestigious reading conference reports on all aspects of reading and its related areas, including issues related to word recognition, comprehension, writing, intervention, assessment involving young children and adults, comparisons of orthographies, and more.

Readability Researchers Dr. Stephanie Day, Dr. Susanne Nobles and Dr. Shannon Sheppard

Readability Researchers Dr. Stephanie Day, Dr. Susanne Nobles and Dr. Shannon Sheppard

The principal investigators were Dr. Stephanie Day, University of Central Florida, and Dr. Shannon Sheppard, Chapman University. Dr. Susanne Nobles of ReadWorks joined Dr. Sheppard in the presentation of their findings.

These research projects provide evidence that personalizing text formats can improve reading outcomes for school-aged children. The research is a critical step in the work to make each student the best reader they can be, increasing access and equity in learning.

Both teams plan to publish their findings in academic journals. See the posters below.

 

The Effect of Individualized Font Formats on Reading Speed and Comprehension for Students in Grades 3-5

Stephanie L. Day, Amy Giroux, Shaun Wallace, Rick Treitman, Kathy Crowley, Marjorie Jordan, Ben D. Sawyer

The Effect of Individualized Font Formats on Reading Speed and Comprehension for Students in Grades 3-5

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Aims

  • Do format readability gains seen in adults generalize to children?
  • Are methods used with adult populations appropriate for use with children?

Results

  • Format readability gains in children mirror the pattern of those seen in adults.
  • Reading speed increases (p < .001) are significant and have real-world relevance.
  • Comprehension is stable, suggesting that children are not trading it for speed.
  • The effect persists across the two-week period.

Citation: Day, S. L., Giroux, A., Wallace, S., Treitman, R., Crowley, K., Jordan, M., & Sawyer, B. D. (2022, July 14). The Effect of Individualized Font Formats on Reading Speed and Comprehension for Students in Grades 3-5. The Society for the Scientific Study of Reading, Newport Beach, California, USA.

 

Influences of Font Format on Reading Comprehension: Implications of Font Personalization in K-8 Students

Shannon M. Sheppard, Susanne Nobles, Sophie Kajfez, Anton Palma, Kathy Crowley, Marjorie Jordan,  & Sofie Beier

Influences of Font Format on Reading Comprehension: Implications of Font Personalization in K-8 Students

click to enlarge

Aims

  • Investigate the influence of typography on word (Experiment 1) and passage-level (Experiment 2) reading speed and reading comprehension.
  • Evaluate typographic effects at the group level and at the individual reader level (font personalization)

Typographic features (inter-letter spacing and character width) were carefully controlled to isolate effects. This was possible by using the variable font Roboto Flex.

Results

  • Subtle changes to font format can impact reading speed and comprehension accuracy.
  • Personalizing font format can significantly improve comprehension in developing readers across multiple reading tasks.

Citation: Sheppard, S. M., Nobles, S., Kajfez, S., Palma, A., Crowley, K., Jordan, M., & Beier, S. (2022, July 16). Influences of Font Format on Reading Comprehension: Implications of Font Personalization in K-8 Students. The Society for the Scientific Study of Reading, Newport Beach, California, USA.

 

 

Society for the Scientific Study of ReadingAbout 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 is to include work 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.