Background of the Study
Reading is the core of learning as it is an active process required to gain more knowledge, practice as well as improving learning skills (Blackmore-Wright, Georgeson, & Anderson, 2013). By reading, students nurture knowledge, with it improving comprehension, communication, analysing ability, as well as other skills, making texts a subject matter that should be considered attentively. Readability relates to the level of texts, whether it is easy to read and understand and if it is suitable for the readers’ level, as it involves factors. Students, who engage with printed learning materials on a regular basis to acquire knowledge in order to meet academic needs, are in a more crucial stage in overall reading development, which leads to the presentation and structure of the material that must be paid attention to in producing school learning materials, such as textbooks, to effectively enhance learning levels.
With this, there are existing learning-related problems that cause children unnecessary struggles, even more so now that students are equipped with remote learning—a setting that relies on independence, focus, and resources of the student. In learning materials, format varies as they have no definite format, which may play a role in text readability. Much energy gone to reading texts leads to having less energy left for comprehending, which affects students’ overall productivity that may end up to be gradually overwhelming. Small modifications in readability features, such as line spacing, may have an immediate impact on reading performance—as the first step in the reading process is visually acquiring the information, and increasing legibility can enhance overall readability (Cattell, 1885).
Among readability features, line spacing only has a few listed research studies concerning its effects on text readability for normally-sighted subjects and subjects with visual impairment. Essentially, this research will help contribute in the development of printed learning materials with regards to its readability for senior high school students. This research shall find the most suitable line spacing for senior high students to increase reading fluency which will help enhance studying—catering students to perform in their fullest capabilities.
Problem Statement
To contribute significantly in alleviating students’ current strains in studying, this research study aims to analyze senior high school students’ understanding of line spacing and to investigate the effects of line spacing on the readability of printed English learning materials for senior high school students (with and without visual impairment). This focuses on evaluating the readability of texts using various line spacing by collecting preferences through assessing readers’ response to the visual appearance, and from then determining the most favorable line spacing. The research study provides findings and recommendations for a display design that shall prove useful in improving readability and efficiency.
Learning-related problems cause students to unnecessarily experience more struggles, more so if said struggles involve visuals, especially now that students are equipped with distance learning where they are provided numerous printed materials to study and answer. Small modifications in readability features (in this case, line spacing) may have an immediate impact on reading performance. As increasing legibility can enhance overall readability (Cattell, 1885), making small modifications in its structure — where as we chose line spacing — can solve reading challenges. These difficulties, if simply disregarded, can even result in worst case scenarios such that students may be mislabeled as learning-disabled or be misdiagnosed as having Attention Deficit Hyperactivity Disorder (ADHD).
Determining the best possible measure of line spacing leads to increased reading fluency which will help enhance productivity in studying, guiding senior high students attain the best for them. It shall make learning as efficient for fellow learners as the visual presentation of texts may affect motivation to read, and so on.
a.Research Questions
This study is guided by the following research questions:
1. How does line spacing affect reading performance of the participants?
2. Which spacing format do the participants often encounter?
3. What do senior high school students think of line spacing and the significance of its role in reading?
Scope and Delimitation
The research focuses on analyzing readability rather than ‘reading performance’, for reading performance involves comprehension within the text used, which will not be attainable to study within the timeframe. Reading speed and number of errors (re-reading the same line, failing to find the next line, etc.) will be the primary factors taken into account. The study is only limited to printed text for there will be complications in data gathering when it comes to digital, as gadgets are of various sizes and may cause inaccuracies during the evaluation; One pdf file will be used for all participants to print using the same size of paper. English will be the only language used when assessing the readability of line spacing measures for it is the most used in learning materials; It cannot be simply applied to non-English script because of unique differences, not only in word forms but also in letter shapes, average word length, and connectivity. Senior high school students are the participants for this research.
2021-6-4-1622842837