Literaturnachweis - Detailanzeige
| Autor/inn/en | Naumann, Johannes; Richter, Tobias; Flender, Jurgen; Christmann, Ursula; Groeben, Norbert |
|---|---|
| Titel | Signaling in Expository Hypertexts Compensates for Deficits in Reading Skill |
| Quelle | In: Journal of Educational Psychology, 99 (2007) 4, S.791-807 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Hypermedia; Reading Skills; Foreign Countries; College Students; Expository Writing; Hypothesis Testing; Essays; Evaluation Methods; Writing Evaluation; Reading Difficulties; Teaching Methods; Computer Assisted Instruction; Germany |
| Abstract | Expository hypertexts may contain specific types of signals such as navigable topical overviews and hyperlinks that map conceptual relationships between text contents. Two experiments with German university students (N = 130, 75% female, mean age 25 years) were conducted to test the hypothesis that hypertext-specific signals particularly support learners with badly routinized reading skills in organizing and integrating complex learning materials. The experiments were based on naturalistic texts and essay-writing tasks typical for exam preparation. Learning outcomes were measured by characteristics of participants' essays (amount of knowledge, knowledge focusing, knowledge integration). In both experiments, a hypertext with a high amount of signaling yielded better learning outcomes than did a linear text for readers with a low level of skill, whereas there were no differences for readers with a high level of skill (?R[superscript 2] from 0.03 to 0.08 for the interaction). In Experiment 2, the same interaction pattern was found for hypertext with a high versus a low amount of hypertext-specific signals (?R[superscript 2] from 0.04 to 0.10). Moreover, a lack of signals led to less efficient navigation behavior. These results demonstrate that hypertexts equipped with hypertext-specific signals may compensate for deficits in reading skill. (Author). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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