How The Eye Is An Important Factor For Determining The Optimal Typeface For A Specific Function

The Simple View of Reading (SVoR) model suggests that children must have language comprehension and word recognition skills to be proficient readers, Medwell et al (2014). Jim Rose’s report (2006, p. 40) outlined the Simple View of Reading as a useful framework, which would make explicit to teachers what they need to teach about word recognition and language comprehension (see appendix 1). Before the Rose report, reading was defined as decoding black marks, Graham and Kelly (2012). After this the searchlights model suggested that phonics, grammatical knowledge, reading comprehension and graphic knowledge are equally useful tools when learning to read, Ward (2008). The Rose report’s Independent Review of the Teaching of Early reading reconstructed this model and created the SVoR. Rose (2006, p. 38) determines word recognition as a process which allows you to use “phonics to recognise words” and language comprehension as the means by which “word information, sentences and discourse are interpreted.” The SVoR suggests that, to become a fluent reader, the skills of language comprehension and word recognition are equally important and dependent on each other. Gough and Tummer first mentioned this model, as stated that “comprehension is not sufficient, for decoding is also necessary” Wyse et al (2013, p.

One characteristic studied was fluidity between letters, which asks questions including , “Are letters connected between capitals and lowercase?” and “Are some lowercase letters connected?” In both the ransom note and Suspect Five’s sample, in the word “the,” the “h” and “e” flow together. Both “h’s” start with a straight line down, and leave space before continuing to complete the “h.” From there, the end of the “h” goes straight into a cursive “e,” without picking up the

Imagine living in a simple world with no color, no imagination with truly no meaning to life, just taking everything day by day. Now relate that to reading, without knowing how to read you would not be able to learn about people, places, past and present events, or even the great unlimited things that go on in this world. “The more that you read, the more things you will know. The more that you learn, the more places you'll go.” ― Dr. Seuss. When we read our brains automatically translate the words into pictures. Some may be able to do it better than others but that is something we all do when reading. If you are a person who has reading and writing challenges it is best to tackle that obstacle quickly. Not being able to read or write is a

Incentives four different text for the familiar text- lotus font, familiar-pen font, unfamiliar text - lotus font, unfamiliar - pen font was. For collecting data from SMI-RED-120Hz eye tracking device was used. Results show that word length has a significant effect on eye movement (fixation, saccade) and also passages type (familiar and unfamiliar passages) have significant effects on eye movement (fixation, saccade, regression). Font type has no significant effect on eye movement (fixation, saccade, regression).

“ Models of the reading process often depict the act of reading as a communication event between a sender and a receiver of information ”(Vacca et al., 2012). Models are developed to describe the reading process and how a reader interprets language and gains meaning from print. Bottom up models of reading “assume that the process of translating print to meaning begins with the print”, where as a top down model of reading, “assume that the process of translating print meanings begins with the reader’s prior knowledge” (Vacca et al., 2012). The bottom up model of reading is driven more by data where as the top down model is more conceptually driven. When using a bottom up model, letters, syllables and words are used in order to initiate reading. The use of letters, syllables and words helps the reader to form meaning. Where as the top down model is based off of a reader’s prior knowledge and experience. With many different literacy programs, a teacher’s belief system helps to determine how students can best be taught how to read. “One way to examine your beliefs about reading and learning to read is to connect them to theoretical models of the reading process” (Vacca et al., 2012). Depending on the teacher, he or she may have a bottom up approach or a top down approach. Teachers, who feel a bottom up method is best, may feel that his or her students must decode letters and words and feel

In the first phase of this study that was based around recognising global features, the letters used were large H’s or S’s. In the second phase, global letters of H, S and O were used and were made up of smaller H’s or S’s, the local characters. These make up the 3 stimulus types: congruent, neutral and conflicting. The large and small letters could be combined to create 3 types of displays: 1) Consistent, where the large and small letters were the same (H printed from small H’s, or S made of small S’s). 2) Conflicting (H made of small S’s, S made of small H’s), and 3) Neutral (H made of O’s, S made of

(2014). The anatomical foundations of acquired reading disorders: A neuropsychological verification of the dual-route model of reading. Brain And Language, 134, 44-67. http://dx.doi.org/10.1016/j.bandl.2014.04.001

Font size and color is important when tailoring a document towards a reader. If the reader is older and hard of sight then the use of bigger font will help out the reader so that they can read it clearly. Also the use of color for certain words will make the reader remember those words more readily than others.

The influential typeface Helvetica, a neo-grotesque1 sans serif type design, came into being in the early 1950s - after the Second World War. The expectation of the designers, Edouard Hoffman and Max Miedinger was to create a neutral typeface that had great clarity, no intrinsic meaning in its form and could be used on a wide variety of signage to remake a new identity apart from the past (). Originally named as Neue Haas Grotesk, the typeface was changed to Helvetica in 1960. Today, Helvetica, as an aesthetics constant, although not perfect, mastered the quantum leap in 1957 from metal type to the digital age of word processing. Axel Langer, a curator of Islamic Near Eastern Art, mentioned it as ‘an impersonal typeface for today and tomorrow ().’

Ehri’s Phases of Word Reading and Spelling Development has four different phases that are used to describe the progressive stages of a reader. The first phase is the Pre-alphabetic phase, in this phase there is no letter to sound consciousness only visual features of a word which the students use as a reminder of how to read the words. Phase two is the Partial Alphabetic. When readers are in this phase they use some of the letters in the word (mainly the first and the last letters) to attempt to pronounce the word. Phase three is the Full Alphabetic Phase. In this phase the readers are now able to use and understand the alphabetic connections in words. The readers are now able to map graphemes to phonemes of words that have been read to them

Part 2 Students that are rely on sight words lack decoding skills. Their focus is on the image of a word and not the sounds of the individual letters create or its relationship to words. “It is a dangerous pedagogy because it creates cognitive damage such as dyslexia and ADHD” (Price). The practice of using sight words promotes lower syntactical awareness, guessing and students become word callers; students are not comprehending what they are reading, just decoding. However, sight words serve their purpose for words that do not follow phonic rules in emergent readers.

When my student is writing and is decoding a word he visually knows what the word it supposed to look like and even if he incorrectly spells the word, the word seems to be visually similar to the correct spelling of the word. For example, in one of my students sample writings he wrote the word “crack” as “krak”. This was a phonetic misinterpretation, but he visually configured the word in which a reader could understand the word or expression he was trying to use in his narrative story. He also do not reverse letters or transpose letters , meaning that the letters have switched places such as writing “the” as “teh”. I have also observed that my student uses a lot of sight words in his writing samples which help to visually understand that some words such as “will” and “puddle” have two letters that repeat inside the

Word recognition involves an individual’s ability to identify words independently without requiring related words for contextual help. A widely examined topic in the field of cognitive psychology, it deals with understanding printed letters as a word which has been kept in the lexicon. The word frequency effect is important in the recognition of words. It suggests more common words in printed language are easier, faster and more accurate to distinguish than words that appear less frequently. Outlined in their journal article, Howes and Solomon utilized Thorndike-Lorge’s word count for word frequency and measured the threshold of recognition. They found correlation coefficients of -.68 to -.75 between word frequency and threshold or duration.

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for

Moreover, the drive to the core of unawareness is also evident in the realm of graphic design and type design. In Adrain Frutiger, one of the most well-known type artist’s eyes, for a typeface to go unnoticed ‘is the greatest compliment’ for a type designer and a typographer can receive (Linotype, 2009). The purpose of a typeface is to communication. Only when a typeface becomes transparent or invisible will it communicate contents or ideas efficiently without pushing itself forward (Haley, 2012). “The whole point with typeface is for you not to be aware it is there” Frutiger said and made an impressive comparison: “If you remember the shape of a spoon with which you just ate some soup, then the spoon had a poor shape”. Furthermore, in light of the current situation, technically speaking, everything becomes possible, typefaces can be easily shaped into any forms - enlarged, reduced, condensed or expanded, slanted and deformed, all within seconds. It is a time for type design step out into a new field, beyond technology, the field of human, of social concern: how readily legible, how user-friendly and how to design for survival and we human beings survive through design at the same time.