|1.||Poor typographic practice can misdirect and/or slow down executive control processes in reading.|
|2.||Good typographic practice clarifies the underlying structure of a text and assists executive control processes in reading.|
|3.||The typographic layout of the page is of crucial importance in denoting the underlying structure of the text. In complex text the horizontal and vertical spacing should be consistent. The reader should never have to ask, "Where do I go from here?"|
|4.||Typographic cues emphasize the importance of key words or concepts by manipulating the typography of the text.|
|5.||Access structures use both layout and typographic cues to enable readers to gain access to the text at particular points: They also indicate sequence and structure.|
|6.||There has been virtually no research on different typographic settings for access structures, but research with access structures suggests that it is important to teach children to appreciate the typographic conventions that skilled readers take for granted.|
|7.||Text can be designed to encourage deeper processing, but such text will require considerable typographic expertise to ensure its effectiveness. The nature of electronic text may force readers to practice more overtly executive control processes in reading.|
I am indebted to Peter Burnhill, David Michael, and anonymous reviewers for helpful comments on an earlier draft of this chapter.
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Book title: Executive Control Processes in Reading. Contributors: Bruce K. Britton - Editor, Shawn M. Glynn - Editor. Publisher: Lawrence Erlbaum Associates. Place of publication: Hillsdale, NJ. Publication year: 1987. Page number: 76.
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