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Do print size and line length affect children's reading comprehension?

A small amount of research has examined the interaction of line length with other legibility factors, including print size. However, most of this research was conducted over twenty-five years ago, and the varied conclusions reached are not reassuring. This study explored the effects of print size and line length on the reading comprehension of 1328-9 year old pupils sixty-two males and seventy femalesrepresenting a wide socio-economic and ability range. Subjects were tested on form A of a standardised reading comprehension test (Test 1). This test consisted of eight self-contained passages, averaging 250 words, and forty multiple-choice questions to be completed in forty minutes. One week later the same students were administered one of four test forms compiled from adapted layouts of parallel form B of the same reading comprehension test (Test 2). The four forms of Test 2 were: P, short lines and small print; Q, short lines and large print; R, long lines and small print; and S, long lines and large print. Short lines were defined here as 8·5 em, and long lines were defined as 17·5 em. Large print was defined as fourteen-point and small print as ten-point (see below). Test 2 was designed in such a way that all variables were standardised, with the exception of those being measured. Each form was administered to 25 per cent of subjects, who were evenly assigned across ability levels, as ascertained in Test 1. Results showed no significant difference between forms generally, and no interaction with ability levels. These results indicate that print size and line length, within the range measured here, do not significantly affect children's reading comprehension test scores at the 8-9 year level. The study clarified the point that 8 and 9 year olds can cope with a wide range of print sizes and line lengths, under normal reading test conditions, without any detriment to their reading comprehension.