A Small Scale Study into the Effect that Text & Background Colour has on Processing and Self-Correction Rates for Childrens’ On-Screen Reading
Year: 2010
Type: article
Abstract: Pedagogical practices in formal educational settings together with the nature of communication technologies in the media and elsewhere mean that children will encounter on-screen typography and screen-based learning opportunities in both formal school settings and during their daily recreational pursuits. Internationally, there is a lack of research informing what good reading practice might look like when teachers use reading material in a screen-based environment. More specifically, there is a lack of research around best practices for the design of this material for children. Greater understanding of how the colour of text and the colour of background influences the “readability” of these reading materials is required. This research sets out to determine the readability of text and background colours in on-screen books for young readers through discussion of the literature to date, as well as discussion of a small scale study which includes a rate-of-error experiment as well as qualitative feedback to provide greater knowledge of the most positive reading environments for children.
Authors: Nicholas Vanderschantz, Wendy Carss, David Whitehead, Claire Timpany
Institution: University of Waikato
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funders: Simmons College, University of Missouri, University of Missouri-Kansas City, Robert Gordon University, Oxford Brookes University, Australian Government, International Development Research Centre, Australian National University, National Library of Australia, Australian Publishers Association, RMIT University, University of Illinois at Urbana-Champaign, Consejo Superior de Investigaciones Científicas
OpenAlex ID: W201211709