Readability of Instructional Materials

By: Teacher Cleopatra Noel Dummond

The readability of instructional materials depends on:

• Language style,
• Typographical presentation features, and
• Visual features.

Language Style written or narrative styles, as well as visual features, can influence the readability of materials. However, multiple features contribute to the flow of ideas. Features that interfere with readability (fragmented content, choppy sentences, and incoherent visuals).

Typographical Presentation Features that support readability are the following:

• Font style forms and emphasizes words and ideas such as (simple fonts, serif printed documents except for emphasis; type large enough for the reader to easily see; and use of words with their normal upper and lower letters.
• Text spacing separates and groups words, sentences, paragraphs, and sections. includes: (normal spacing, fonts with proportional spacing are easier to read; left justification and unjustified on right produces, and enough space between columns clearly separates content.)
• Simplicity avoids extraneous and redundant information and focuses attention includes (avoidance of "unneeded colors and details;" use of color for specific purposes; symmetry, simple lines; and plain shading such as gray, solid pastel, or black.)
• High, but not Sharp, contrast supports separation of letters, words, and sections include (avoiding Sharp contrast and glare to improve reading; and avoiding Sharp contrast because light letters over very dark colors appear to glow and blur.)
• Text and visuals focus information and concepts include (legible labels with names attached directly to parts; small messages and labels, still easy to read, placed next to data; simple explanations, important but not extraneous detail, and transitions and words to show logical connections between ideas.

Choosing a textbook and other printed materials.

Choosing a textbook is one of the most important tasks for the foreign language teacher at any level. In the elementary school the process is made much more difficult by the fact that there are few text series from which to choose. As the interest in elementary school foreign language programs continues to grow, publishers are producing textbook materials to add to the small number of contemporary elementary school foreign language.

Criteria for evaluating textbooks and other printed material.

As elementary and middle school foreign language teachers evaluate text series or curriculum materials developed in other districts. The following are criterias for evaluating textbooks:

1. Goals
2. Communication
3. Culture
4. Subject Content and Thinking Skills
5. Bias
6. Flexibility
7. Physical Characteristics
8. Support Materials
9. Budget

The elementary and middle school foreign language teacher works with the whole child in the whole classroom learning environment.