Abstract
This study investigated the effects of two desktop publishing features, run-around and wrap-around text, on students’ reading speed and comprehension. A secondary purpose was to determine the feasibility of developing guidelines for placing graphics within electronic text. Ninety students participated in the study. Four sets of reading materials with identical content were administered. The text of the reading materials was varied by format: run-around, wrap-around, single and double column. Results indicated a significantly faster reading speed and better comprehension for wrap-around text (text fitted tightly around the graphic) than for run-around text (text boxed around the graphic). There was no significant difference for column format.
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