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This week we'll look at the power of color and fonts to enhance readability.
THE BRAIN'S PROCESSING OF WRITTEN MATERIAL
Researchers know that when we view something our occipital lobe (the brain area
responsible for visual perception) joins forces with the brain's other somatosensory
areas and the frontal lobe (which controls mental focus and acts as the "CEO" of
your brain for long-range planning and decisions) to make sense of what we are seeing.
According to Kim
Campbell (1995), during this viewing process the perceived sights,
sounds, shapes and colors are collectively processed by the brain in an attempt
to gain a sense of unity, or wholeness, from what is seen.
The research goes on to reveal findings that show the layout and design techniques
that enhance readability. For example, Dean Yager (1998) and others have noted that
the type of fonts used in text is important and that serifs (the short lines stemming
at an angle from the upper and lower ends of the stroke of a letter) increase reading
speed rates when compared to sans serif fonts (those without serifs).
Lastly, David Wallace (1998) noted that the use of color - in close proximity to
words and in groupings of shapes and forms - enhances the memory of text. This is
especially true of blue (found to produce a calming effect conducive to deep thinking
and concentration) and red (useful for creative thinking and short-term high energy).
In reading the research and connecting to QL, I suggest the following action steps:
- Use color and graphics when your students take notes. Model this for them with learning
diagrams and variety of color.
- Encourage your learners and even colleagues to use visually appealing fonts when
creating computer-generated learning materials and reports. Have fun as you learn
and use new fonts.
- If you are on a textbook committee or other curriculum focus group, look for materials
that are not only highly informative, but also visually appealing in typography
and graphic design.
Campbell, Kim. 1995. Coherence, Continuity, and Cohesion:
Theoretical Foundations for Document Design. Hillsdale, NJ: Lawrence Erlbaum Associates,
Inc.
Wallace, David; S.W.West; A. Ware. 1998. The effect
of knowledge maps that incorporate Gestalt principles on learning. Journal of Experimental
Education, Fall; 67 (1); 5-16
Yager, Dean; Kathey Aquilante; Roberty Plass. 1998.
High and low luminance letters, acuity reserve, and font effects on reading speed.
Vision Research, September; 38 (17): 2527-31
WE'D LIKE TO HEAR FROM YOU ...
We welcome any contributions to QL Club including topics of interest,
questions you have, stories of QL in your classroom, and what's working for you.
Send your comments to: jgomez@QLN.com.
The purpose of the QL Club is to continue to look for what works as we deepen our
understanding, practice ideas, and develop mastery of skills in QL and as professional
educators.
Thank you for making a difference in education!
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