Difficult or complex content
Reading difficult texts
Some texts,
like in philosophy, literature or scientific research, may appear more
difficult to read because of the prior knowledge they assume, the tradition
from which they come, or the tone, such as criticizing or parodizing.[citation needed]
Philosopher Jacques Derrida,
explained his opinion about complicated text: "In order to unfold what is
implicit in so many discourses, one would have each time to make a pedagogical
outlay that is just not reasonable to expect from every book. Here the
responsibility has to be shared out, mediated; the reading has to do its work
and the work has to make its reader."[20] Other philosophers, however, believe
that if you have something to say, you should be able to make the message
readable to a wide audience.[citation needed]
Hyperlinks
Embedded hyperlinks in documents or Internet pages have
been found to make different demands on the reader than traditional text.
Authors, such as Nicholas Carr, and
psychologists, such as Maryanne Wolf,
contend that the internet may have a negative impact on attention and reading
comprehension.[21] Some studies report increased demands
of reading hyperlinked text in terms of cognitive load, or the amount of
information actively maintained in one’s mind (also see working memory).[22] One study showed that going from about
5 hyperlinks per page to about 11 per page reduced college students’ understanding
(assessed by multiple choice tests) of articles about alternative energy.[23] This can be attributed to the
decision-making process (deciding whether to click on it) required by each
hyperlink,[22] which may reduce comprehension of
surrounding text.
On the other
hand, other studies have shown that if a short summary of the link’s content is
provided when the mouse pointer hovers over it, then comprehension of the text
is improved.[24] "Navigation hints" about
which links are most relevant improved comprehension.[25] Finally, the background knowledge of
the reader can partially determine the effect hyperlinks have on comprehension.
In a study of reading comprehension with subjects who were familiar or
unfamiliar with art history, texts which were hyperlinked to one another
hierarchically were easier for novices to understand than texts which were
hyperlinked semantically. In contrast, those already familiar with the topic
understood the content equally well with both types of organization.[22]
In
interpreting these results, it may be useful to note that the studies mentioned
were all performed in closed content environments, not on the internet. That
is, the texts used only linked to a predetermined set of other texts which was
offline. Furthermore, the participants were explicitly instructed to read on a
certain topic in a limited amount of time. Reading text on the internet may not
have these constraints.[citation needed]
Professional development
The National
Reading Panel noted that comprehension strategy instruction is difficult for
many teachers as well as for students, particularly because they were not
taught this way and because it is a very cognitively demanding task. They suggested
that professional development can increase teachers/students willingness to use
reading strategies but admitted that much remains to be done in this area.[citation needed]
The directed
listening and thinking activity is a technique available to teachers
to aid students in learning how to un-read and
reading comprehension. It is also difficult for students that are new. There is
often some debate when considering the relationship between reading fluency and reading comprehension. There is
evidence of a direct correlation that fluency and comprehension lead to better
understanding of the written material, across all ages. However, it is unclear
if fluency is a result of the comprehension or if this a separate learned task
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