Major Findings, Contributions, and Areas for Future Research

Major Findings, Contributions, and Areas for Future Research

Azza A. Abubaker (Benghazi University, Libya & University of Huddersfield, UK) and Joan Lu (University of Huddersfield, UK)
DOI: 10.4018/978-1-5225-1884-6.ch013
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Selecting an optimal layout of academic text for display on screen was affected by several factors such as; type of material, subject or readers` age. In this study researcher assumed that each reading strategy requires a specific layout. Thus, the study starts with an understanding of the way that students interact with the text in both formats [electronic and paper]. Findings from this phase were linked with three common typography variables to provide standards for optimal design. In this chapter, the findings of this research are interpreted in the light of the theoretical perspective of the study by linking it with the objectives of the study already set out in chapter one. The first section is devoted to debating the outcomes related to the use of the Internet and eBooks by children at school and at home. This is identified as the first layer of the children's usability of online text, suggesting a further analysis of the children's experience of the e- text with a focus on the reading processes of the schoolbook in both versions [paper and online]. The third section is devoted to discussing the results related to readable Arabic font size and type. Section four is concerned with the findings from testing the effect of line length on reading speed and comprehension of Arabic text; whereas, the fifth section is devoted to debating the outcomes related to the new method for presenting Arabic texts.
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Discussion Of The Findings In View Of The Research Questions

The current research, as mentioned earlier, is concerned with the factors that affect reading online Arabic text by children aged 9 to 13. A broad analysis of the related theoretical and empirical literature was provided in chapters two and three. A few researchers seem interested in explaining the relationship between these variables. The literature on reading online has come to the conclusion that there are several factors which can be grouped into three main categories of variables (user, usability, and legibility) as seen in chapter three. The questionnaire and observations among grades 4, 5 and 6 in five schools in Benghazi and Huddersfield in the UK have generated extensive data.

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