The Legibility of Serif and Sans Serif Typefaces : Reading from Paper and Reading from Screens.
| Main Author: | |
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| Format: | eBook |
| Language: | English |
| Published: |
Cham :
Springer International Publishing AG,
2022.
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| Edition: | 1st ed. |
| Series: | SpringerBriefs in Education Series
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| Subjects: | |
| Online Access: | Click to View |
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.