Designing instructional text for older readers: a literature review

Abstract

Abstract This paper addresses the question of whether or not we need to design text differently for older readers. Research with relatively simple text indicates that there is little firm evidence to suggest that making design changes for older readers (except for increasing type‐sizes) facilitates their performance. However, some research with more complex text settings suggest that changes made to facilitate the understanding of complex text actually appear to hinder older readers. These findings suggest that older readers should play a part in the user‐testing stage of the development of instructional text.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 46 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.