(1) Challenging Best Typographic Practice and Using Language Learning Technology to Improve Second Language Learners’ Reading Fluency; (2) Sequencing the Imagined and the Concrete: Using Image, Text, Motion, and Sound in Multimedia to Address Emotionally Charged Viewpoints; (3) Developing a Theory of White Space: Enriching Visual Composition and Helping Non-Designers Gain Essential Design Skills; (4) When Images and Text Collide: Making Collaborative Meaning With Sui Generis Elements

This study challenges best typographic practice, and incorporates language learning technology, in order to improve reading fluency for second language learners in universities and upper schools. Students at CMUQ, who are faced with the challenges of a second language and immersed in a world of new words and new concepts as part of an increased reading load, will benefit from this typographic approach aimed at improving reading fluency. Help with fluency is an opportunity to diminish the negative effects of one of those challenges. Further, language learning technology can provide the opportunity to customize the level of help students might require. CMUQ undergrads are not the only group that could benefit. Qatari upper school students could also use this aid as they prepare for the rigorous learning experiences offered by the multiversity.