The Legibility of Serif and Sans Serif Typefaces : : Reading from Paper and Reading from Screens.

• Superior document: SpringerBriefs in Education Series
• Author: Richardson, John T. E.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2022.; ©2022.
• Year of Publication: 2022
• Edition: 1st ed.
• Language: English
• Series: SpringerBriefs in Education Series
• Physical Description: 1 online resource (159 pages)

Table of Contents

Intro -- Acknowledgements -- Contents -- List of Figures -- 1 Introduction -- 1.1 The Origins of this Book -- 1.2 Serif Typefaces -- 1.3 Sans Serif Typefaces -- 1.4 Review Methodology -- 1.5 Conclusions -- 2 Concepts and Research Methods -- 2.1 Concepts -- 2.2 Objective Methods for Measuring the Legibility of Typefaces -- 2.3 Subjective Methods for Measuring the Legibility of Typefaces -- 2.4 The Size of Typefaces -- 2.5 Conclusions -- Part I Reading from Paper -- 3 "Everybody Knows": Reading from Paper -- 3.1 Attitudes of Typographers -- 3.2 Dissenting Voices -- 3.3 Are Serifs Purely Decorative? -- 3.4 Conclusions -- 4 The Legibility of Letters and Words -- 4.1 Reading Letters and Words in Serif and Sans Serif Typefaces -- 4.2 The "Stripiness" of Printed Words -- 4.3 Confusions Among Letters in Serif and Sans Serif Typefaces -- 4.4 Measuring Visual Acuity -- 4.5 Conclusions -- 5 Reading and Comprehending Text -- 5.1 Reading Text in Serif and Sans Serif Typefaces -- 5.2 Comprehending Text in Serif and Sans Serif Typefaces -- 5.3 The Connotative Meaning of Typefaces -- 5.4 Connotations of Serif and Sans Serif Typefaces -- 5.5 Conclusions -- 6 Reading in Context -- 6.1 The Importance of Context -- 6.2 Serif and Sans Serif Typefaces in Newspaper Headlines -- 6.3 Wheildon's Research -- 6.4 More Recent Research -- 6.5 Conclusions -- 7 Younger and Older Readers -- 7.1 Younger Readers -- 7.2 Burt and Kerr's Research -- 7.3 Zachrisson's Research -- 7.4 Other Research with Children -- 7.5 Letter Reversals -- 7.6 Older Readers -- 7.7 Conclusions -- 8 Readers with Disabilities -- 8.1 Readers with Visual Impairment -- 8.2 Shaw's Research -- 8.3 Children in Special Education -- 8.4 Readers with Congenital Visual Impairment -- 8.5 Readers with Acquired Visual Impairment -- 8.6 Readers with Aphasia -- 8.7 Readers with Dyslexia -- 8.8 Conclusions.

9 General Conclusions to Part I -- 9.1 Key Findings from Part I -- 9.2 Preferences and Connotations -- 9.3 Implications for Previous Assumptions -- 9.4 The American Psychological Association's Current Position -- 9.5 Conclusions -- Part II Reading from Screens -- 10 "Everybody Knows": Reading from Screens -- 10.1 Introduction -- 10.2 Legibility of Serif and Sans Serif Typefaces Using Older Technology -- 10.3 Issues with Screen Technology -- 10.4 Conclusions -- 11 The Legibility of Letters and Words -- 11.1 Reading Letters and Words in Serif and Sans Serif Typefaces -- 11.2 The "Stripiness" of Words Displayed on Screens -- 11.3 Confusions Among Letters in Serif and Sans Serif Typefaces -- 11.4 Conclusions -- 12 Reading and Comprehending Text -- 12.1 Reading Text in Serif and Sans Serif Typefaces -- 12.2 Comprehending Text in Serif and Sans Serif Typefaces -- 12.3 Rapid Serial Visual Presentation -- 12.4 Reading Material on Handheld Devices and Smartphones -- 12.5 Connotations of Serif and Sans Serif Typefaces -- 12.6 Conclusions -- 13 Readers with Disabilities -- 13.1 Readers with Visual Impairment -- 13.2 Readers with Dyslexia -- 13.3 Readers with Age-Related Macular Degeneration -- 13.4 Conclusions -- 14 Reading Text in Internet Browsers -- 14.1 The Legibility of Serif and Sans Serif Typefaces in Internet Browsers -- 14.2 The Research of Bernard and Colleagues -- 14.3 Subsequent Research -- 14.4 Conclusions -- 15 General Conclusions to Part II -- 15.1 Key Findings from Part II -- 15.2 Preferences and Connotations -- 15.3 Implications for Previous Assumptions -- 15.4 Conclusions -- 16 Coda: Lessons Learned -- References -- Author Index -- Subject Index -- Typeface Index.