The diploma thesis examines the impact of different typefaces on the legibility and readability of texts among third-grade primary school pupils. The aim of the study was to determine which typeface – Cambria, Century, Franklin Gothic Book, or Ebrima – is most suitable for young readers. A total of 57 pupils participated in the research. The participants read four different texts, each presented in a different typeface, and subsequently answered a multiple-choice comprehension question. Two of the typefaces used were serif typefaces with stroke contrast (Cambria and Century), and two were sans-serif or linear typefaces (Franklin Gothic Book and Ebrima). All texts were set in 14-point type size with a 16-point line spacing.
The experimental part of the study measured reading speed and the number of correct answers following the reading tasks. The results indicate that linear typefaces are more appropriate for third-grade pupils, contributing to both greater reading accuracy and faster reading speeds compared to serif typefaces with stroke contrast. Additionally, minor differences in reading speed between genders were observed; however, differences in reading accuracy were negligible.
The thesis emphasizes the significant role of typeface selection in the development of reading skills and suggests that slightly larger linear typefaces should be preferred in children's textbooks. The findings highlight the importance of careful typographic choices in educational materials and advocate for the use of specific typefaces in early literacy development.
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