The Legibility of Serif and Sans Serif Typefaces: Reading from Paper and Reading from Screens (SpringerBriefs in Education)

This open access book provides a detailed and up-to-date account of the relevant literature on the legibility of different kinds of typefaces, which goes back over 140 years in the case of reading from paper and more than 50 years in the case of reading from screens. It describes the origins of serif and sans serif styles in ancient inscriptions, their adoption in modern printing techniques, and their legibility in different situations and in different populations of readers. It also examines recent research on the legibility of serif and sans serif typefaces when used with internet browsers, smartphones and other hand-held devices. The book investigates the difference in the legibility of serif typefaces and sans serif typefaces when they are used to produce printed material or when they are used to present material on computer monitors or other screens and it explores the differences in readers’ preferences among typefaces. The book’s main focus is on the psychology of reading, but there are clear implications for education and publishing. Indeed, the book can be read with benefit by anyone concerned with communicating with others through written text, whether it is printed on paper or displayed on computer screens. 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