<p>This
study observed how two hypertext features – absence of a linear or
author-specified order and availability of multiple reading aids – influence
reading comprehension processes of ESL readers. Studies with native or highly
proficient users of English, have suggested that readers reading hypertexts
comprehend better than readers reading print texts. This was attributed to (i)
presence of hyperlinks that provide access to additional information that can
potentially help overcome comprehension obstacles and (ii) the absence of an
author-imposed reading order that helps readers exercise cognitive flexibility.
An aspect that remains largely un-researched is how well readers with low
language competence comprehend hypertexts. This research sought to initiate
research in the area by exploring the question: Do all ESL readers comprehend a
hypertext better than a print text?</p>
<p>Keeping
in mind the fact that a majority of readers reading online texts in English can
be hindered by three types of comprehension deficits – low levels of language
proficiency, non-availability of prior knowledge, or both – this study investigated
how two characteristic features of hypertext, viz., linking to additional
information and non-linearity in presentation of information, affect reading
comprehension of ESL readers. </p>
<p>Two
types of texts that occur in the electronic medium – linear or pre-structured texts
and non-linear or self-navigating texts, were used in this study. Based on a
comparison of subjects’ comprehension outcomes and free recalls, text factors
and reader factors that can influence hypertext reading comprehension of ESL readers
are identified. </p>
Contradictory to what
many researchers believe, results indicate that self-navigating hypertexts
might not promote deep comprehension in all ESL readers.
ROPE: Reading Order Equivariant Positional Encoding for Graph-based Document Information Extraction
