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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Are Confidence Ratings Test- or Trait-Driven? Individual Differences among High, Average, and Low Comprehenders in Fourth Grade Kasperski, Ronen; Katzir, Tami In: Reading psychology. - Philadelphia, Pa. : Taylor & Francis 34 (2013) 1, 59-84 OLC Linguistik Show details 2 Behavioral Problems and Reading Difficulties Among Language Minority and Monolingual Urban Elementary School Students Pierce, Margaret E.; Wechsler-Zimring, Adrianna; Noam, Gil... In: Reading psychology. - Philadelphia, Pa. : Taylor & Francis 34 (2013) 2, 182-205 OLC Linguistik Show details 3 Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken Schiff, Rachel; Katzir, Tami; Shoshan, Noa In: Annals of dyslexia. - New York, NY : Springer 63 (2013) 2, 171-185 OLC Linguistik Show details 4 The Effect of Font Size on Reading Comprehension on Second and Fifth Grade Children: Bigger Is Not Always Better Katzir, Tami; Hershko, Shirley; Halamish, Vered. - : Public Library of Science, 2013 Abstract: Research on reading development has focused on the linguistic, cognitive, and recently, metacognitive skills children must master in order to learn to read. Less focus has been devoted to how the text itself, namely the perceptual features of the words, affects children’s learning and comprehension. In this study, we manipulated perceptual properties of text by presenting reading passages in different font sizes, line lengths, and line spacing to 100 children in the second and fifth grades. For second graders (Experiment 1), decreasing font size, as well as increasing line length, yielded significantly lower comprehension scores. Line spacing had no effect on performance. For fifth graders (Experiment 2), decreasing font size yielded higher comprehension scores, yet there were no effects for line length and line spacing. Results are discussed within a "desirable difficulty" approach to reading development. Keyword: Research Article URL: https://doi.org/10.1371/journal.pone.0074061 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3777945 http://www.ncbi.nlm.nih.gov/pubmed/24069266 BASE Hide details

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