readability
The Tool
instructions for students
Students are given two examples of a layout; one represents “good readability” and the other, “poor readability”.
what the teacher does
Distributes two examples of a text layout. Example 1 represents "good" readability. Example two represents "poor" readability.
what the student does
Compares examples of two text layouts: one representing good readability and one representing poor readability. They must identify, using proper terminology, the specific issues that are hindering readability and what steps need to be taken to improve it.
why?
This strategy asks students to leverage their knowledge of typographic terminology and use it in context to analyze the layout of a text.
1. think
Working on your own, compare the two examples and list as many characteristics of good readability as you can.
think pair share
2. pair
In pairs or small groups, compare and discuss your findings.
3. share
The class comes together for a teacher-led group discussion.
accessibility features
4. watch
Using the example of poor readability, watch the teacher demonstrate how to properly format the text in InDesign.
5. try
Try formatting the text in InDesign yourself.
Supporting UDL
This tool can be used online or as a simple paper handout.
Representation
This activity turns intuitive prior knowledge into tangible design thinking by comparing examples of “right” and “wrong” typography. What is obvious becomes explained and deeper understanding is achieved.
Engagement
Both the pair and share phases of this activity encourages collective knowledge. When students share their ideas, confidence is gained if there are similarities or consensus. If the students are not aligned they can support each other to achieve understanding.
Action & Expression
This activity was designed to help develop fluency in readability. Scaffolding is in place to help gradually move the student towards the end goal - laying out a text with good readability on their own.
Reference
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CAST (2024). CAST Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org