The Effect of Font Size on Reading Comprehension on Second and Fifth Grade Children: Bigger Is Not Always Better

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.