text and image, and the inclusion of interactive and gamelike learning tools all through this single device.This study was developed to understand the current situation with regards to presentation of, and children's perceptions of, reading on IWB. Through expert observation followed by semi-structured interviews, this paper attempts to identify if improvement can be made to the readability and legibility of resource material being used on IWB's within New Zealand schools and recommend how this might be achieved. This insight will prove useful in assisting with the future development of quality material for IWB, which ensures readability and legibility, while meeting the aesthetic requirements of the students viewing this material. RELATED WORKThe related work in this area sits in investigations of IWB and their use within the classroom to date as well as research pertaining to reading from a distance and text presentation for children's reading.Research regarding IWB to date has predominantly focused on observing the interactive and educational benefits of the boards, as well as exploring how the dynamic benefits of the boards can be best utilised in these educational settings (Beeland, 2002;Moseley et al., 1999). While much has been discussed in regards to installation, use and lesson design of materials for IWB, little research has been conducted to investigate what entails good reading practice from an IWB for children, or what typographic factors influence children's reading from these devices. One of the few investigations to consider this area was that of Moss et al. (2007) who suggested that teachers have limited design knowledge when it comes to creating resource material for the IWB and posited that reading may suffer as a result.Interactive Whiteboards have broadened the range of resources that teachers can utilise in the classroom, but the way that these resources are presented on these large screens, especially written words, requires careful consideration for successful reading and comprehension by the students. Reading is a key activity in the regular use of these IWB in the classroom and is a vital element of classroom learning. It is clear from the reading science, HCI, printing, graphic design and psychology literature that reading can be hindered by the inefficient and ineffective use of typographic presentation (typography) Typographic factors have a significant influence on how information is presented to children, through this and other media, affecting their ability to read it. ABSTRACTThe development and adoption of technology for the classroom is changing the way education is delivered and perceived by students. The availability of Interactive Whiteboard (IWB) technology in New Zealand classrooms is increasing. With this change in technology comes a change in the way educational resource material is presented to students. Significantly, there is a paucity of scholarly research regarding the presentation of typographic information that is efficient and effective for children's' reading and...