The effect of font size on reading comprehension on second and fifth grade children: bigger is not always better.
Research on reading development has focused on the linguistic, cognitive, and recently, metacognitive skills children must master in order to learn to read. Less focus has been devoted to how the text itself, namely the perceptual features of the words, affects children's learning and comprehension. In this study, we manipulated perceptual properties of text by presenting reading passages in different font sizes, line lengths, and line spacing to 100 children in the second and fifth grades. For second graders (Experiment 1), decreasing font size, as well as increasing line length, yielded significantly lower comprehension scores. Line spacing had no effect on performance. For fifth graders (Experiment 2), decreasing font size yielded higher comprehension scores, yet there were no effects for line length and line spacing. Results are discussed within a "desirable difficulty" approach to reading development.
Edmond J. Safra Brain Research Center for the Study of Learning Disabilities & Department of Learning Disabilities and Special Education, University of Haifa, Haifa, Israel.
Tami
T
Katzir
Shirley
S
Hershko
Vered
V
Halamish
D002648:Child; D032882:Comprehension; D005260:Female; D006801:Humans; D008297:Male; D010775:Photic Stimulation; D011932:Reading; D013647:Task Performance and Analysis; D014796:Visual Perception