Large Print and Reading Independence: An Abstract
Download the complete study.
This abstract presents a summary of studies and reviews published by educational and scientific journals on reading, fonts and legibility, as well as action research conducted by teachers using large-print materials. It illustrates the benefits of large print for struggling and reluctant readers. Large-print books are a valuable learning tool in any school library or classroom; a giant step toward reading independence.
Introduction
The research summarized in this document demonstrates that large-print books are an indispensable component in reading programs for students of all ages. Because there are fewer words on a page, reluctant readers are more willing to pick up books and read, often encouraging their classmates to do the same. Nationwide, the teachers who participated in the research study using large-print books in their classrooms reported that their students' reading enjoyment improved.
When asked if they thought their students' skills had improved more by having used large print, 67% of the teachers responded with a resounding "yes." Research studies on large print also show that fewer words on a page mean reluctant readers visually process less per page. Because there are fewer words and those words are easier to decode, struggling readers make substantial progress with comprehension, tracking and fluency, all while making fewer decoding mistakes.
Research Highlights
Legibility and Large Print
Older children who struggle with reading, regardless of the reason, benefit from larger font sizes, i.e., 14 point or 16 point. The reason is not because these children have visual difficulties. Rather, they still struggle with the process of reading. As a result, larger font sizes force the eye to move more slowly than with standard-sized fonts, allowing students to track their reading more easily. (Bloodsworth, 1993)
Once decoding has been mastered and comprehension skills are internalized, reading should be automatic. But decoding is not all that is required for reading. Print also affects reading because without legibility, reading becomes a laborious process. Legibility is defined as the capability of being read or deciphered, especially with ease.
Serif fonts aid struggling readers by making the words easier to read. (Worden, 1991; Hartley, 1988)
Leading (pronounced "ledding"; the amount of white space between lines of print) helps children to track more effectively, thus eliminating a tendency to skip lines. (Bloodsworth, 1993)
Large Print and Testing Materials
A survey of 708 general education teachers determined that of twenty-four testing accommodations questioned, the use of large-print tests received favorable results, particularly from elementary and secondary (high school) teachers. (Jayanthi, Epstein, Polloway, & Bursick, 1996)
Enlarging the print of tests — both standardized and those created by teachers — ensures that academic abilities are tested, not the students' visual abilities. Teacher-created tests should have an uncluttered look. This can be achieved by using a serif font (e.g., Times New Roman or Courier New) and a font size ranging from 14 to 18 point.
Large-print tests can benefit struggling readers as well, helping them track their reading of each question and its responses. (Fuchs, 2000)
Reading Comprehension and Fluency
Reading speed and accuracy are aided when texts have larger and more widely spaced fonts. This is particularly true for emerging readers of any age, thus eliminating an intimidation factor associated with small font sizes. (Hughes & Wilkins, 2000)
Publishers need to consider the physical appearance of their books for children, being cognizant of the effects that font size and style can have on legibility. More books with larger type should be available for upper elementary and intermediate grade children. (Weiss, 1978)
Students are able to read books of a higher reading level when using large print in contrast to reading at or below-grade level when using regular print. (Lowe, 2003)
Summary
Large-print books are no longer the domain of just the visually impaired or the elderly. In fact, large print has a legitimate place alongside the regular-print books in any classroom for all students. As research has shown, large-print books are a necessary ingredient in a successful reading program for students of all ages.
More importantly, large-print books aid struggling readers, regardless of a diagnosis of learning disabilities. Because there are fewer words on a page, struggling readers are more willing to pick up books and read, often encouraging their classmates to do the same. Fewer words on a page mean struggling readers can visually process less per page and make substantial progress with comprehension, tracking, and fluency - all while making fewer decoding mistakes. All of these factors ultimately help students gain and develop those skills necessary to become successful, confident and independent readers.
Download the Complete Study, or Have it Sent by Mail
This is an abstract of a longer research documenting the benefits of large print for struggling and reluctant readers. The complete study is available online at www.galeschools.com/thorndike/research
To request a copy by mail, please phone 207-859-1075.
For questions about the report, please contact Jill Lectka, general manager and publisher, Thorndike Press (jill.lectka@thomson.com).
References
- Bloodsworth, J.G. (1993)
- Fuchs, L. S., Fuchs, D., Eaton, S., Hamlett, C. L., Binkley, M. E., & Crouch, R. (2000). Using objective data sources to supplement teacher judgment about reading test accommodations. Exceptional Children, 67, 67-82.
- Hartley, J. (1988; rev 1994)
- Hughes, L.E., & Wilkins, A.J. (2000)
- Jayanthi, M., Epstien M.H., Pollowa, E.A., & Bursuck, W.D. (1996)
- Lowe, E. (2003, May)
- Weiss, J.J. (1978)
- Worden, E. (1991)