As computers continue to become pervasive, learners spend more and more time reading and learning in front of the screen. In view of this, there is an increased need to rethink text layout on-screen for optimal readability and performance. The present study investigated the effects of spacing after the period on on-screen reading time and comprehension among college students. The results showed that there is insufficient evidence to support the claim that a significant performance difference exists, in an on-screen reading task, between text formatting using single space, double space, or triple space in sentence separation. The study suggested that the difference on reading time is more correlated to individual psychological factors such as age and reading strategy.
International Journal of Instructional Media, Vol.36, No.4, pp.383-394