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The article focuses on typographic conventions and their importance in enhancing readability, highlighting issues such as the omission of paragraph indents, which disrupt the natural flow of text and hinder comprehension. It discusses arguments against using paragraph indents, emphasizing the necessity of maintaining typographic standards for effective communication, especially in a time when new readers are being introduced to literature.

The article centers on the relationship between typography and literary text, emphasizing the distinct nature of illustration versus typography. It emphasizes the role of typography in enhancing readability, touching upon the emotional and artistic facets, distancing from a purely mechanical approach. It sheds light on the significance of visual elements in books, their impact on emotions, and the subconscious associations invoked by typography choices.

The book "Deutschstunde(n)" by Heiko Hausendorf examines the readability of literature using examples, including a detailed description of a desk from Georges Perec's work "Still life/style leaf". Hausendorf shows how one can work with a seemingly cumbersome and reader-unfriendly text from a linguistic perspective. He emphasizes the importance of perception and criticizes the preference for narratives over descriptions in literature. The book also includes author names and work titles listed in chapters 3-6, including Georges Perec, Henrik Ibsen, Peter Handke, Thomas Bernhard, and Goethe. The book "Deutschstunde(n). Linguistic analyses of literary texts" by Hausendorf deals with the connection between German lessons, literature, and linguistics. It consists of a preface, a transitional chapter, and a main part. The author describes his experiences in German lessons and emphasizes the importance of a careful linguistic approach to texts. The book aims to encourage students to read more literature and conduct analyses. It includes examples and instructions for analyzing linguistic phenomena in literary texts. [Extracted from the article]

Background: Recent international research comparing reading abilities in children reveal distinct difficulties in reading comprehension for German students. In detail, every fifth child can only retrieve and comprehend explicit information from a written text but shows difficulties in combining information, inferencing and interpreting texts. Aims: The aim of the study is to determine specific components of language-, literacy- and cognitive skills that contribute to the difficulties in reading comprehension among students with special educational needs. Based on these specifications implications for treatment will be given. Methods: Based on the data of 184 fourth-grade students from special education school centers (Sonderpädagogische Förderzentren) correlation analysis are calculated between specific components of language-, literacy- and cognitive skills and the level of reading comprehension. Further on, regression analysis are used to determine the component with the greatest impact on reading comprehension. Results: Correlation as well as regression analysis reveal word recognition as a specific skill with the strongest influence on reading comprehension skills in students with special educational needs. Conclusion: Enhancing reading comprehension in late primary school students should especially focus on (automatized) word recognition. [ABSTRACT FROM AUTHOR]

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The article informs about update for the periodical app which will help readers to read the articles more conveniently on a smartphone or tablet, which include change the font size and improve readability by double-tapping on the text or zoom in by "opening" the text with two fingers.