Abstract
The aim of the study is to optimize the content in the learning process to increase the effectiveness of learning by matching it with perception, attention, and reading. The results obtained indicate that the format of the visual display of text affects the characteristics of reading. In addition, the influence of font images, word length, and frequency of word usage on oculomotor activity (number of fixations, number of views, and view length) are shown. Differences in the visual formats of texts are also evident in reading comprehension and when comparing both the indirect evaluations (the shingles method) and the self-evaluations of the subjects. Furthermore, according to the indicators of self-evaluation and reading speed, the standard text format shows greater efficiency. Moreover, it is shown that the coloring of fragments of the text accelerates the reading process. This is consistent with the data indicating that the isolation of syllables (coloring) makes the task of reading easier for children with dyslexia.
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