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Volume 19, Issue 2
  • ISSN 1387-6732
  • E-ISSN: 1570-6001
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Abstract

Children in primary school read hypertext for comprehension. However, children typically are taught reading strategies for linear text, while these strategies are not automatically transferrable one-to-one to hypertext. In the present study, a training group of 55 sixth-graders were taught four hypertext reading strategies (planning, monitoring, evaluation and elaboration) via mind mapping and the usage of a prompting paper-card. A control group of 29 children received no strategy training. We examined to what extent strategy training influenced children’s strategy use and learning outcomes: (1) number of pages read and reading time per text, (2) literal / inferential reading comprehension scores and (3) knowledge representations (relatedness judgment task and mind maps). At posttest, the training group showed higher scores on a self-reported strategy usage questionnaire, and higher comprehension scores as compared to the control group. Hypertext strategy training in combination with mind-mapping supports children’s hypertext comprehension.

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/content/journals/10.1075/wll.19.2.01fes
2017-05-22
2025-04-26

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/content/journals/10.1075/wll.19.2.01fes
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Strategy training and mind-mapping facilitates children’s hypertext comprehension
Written Language & Literacy 19, 131 (2016); https://doi.org/10.1075/wll.19.2.01fes
/content/journals/10.1075/wll.19.2.01fes
/content/journals/10.1075/wll.19.2.01fes
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  • Article Type: Research Article
Keyword(s): elementary education; hypertext; learning strategies; pedagogical issues; reading comprehension

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