Reading Hypertext: Higher-Level Processes

Abstract

In a previous issue of this journal (2001a, vol. 57, no. 3), an application of reading theory to WWW documents ('hypertext') revealed two problems for beginning learners: reading an electronic format and deciphering the language used in Web pages. A third major difficulty for readers is content; it requires higher-level reading processes, which call on the reader's store of knowledge. This article proposes pedagogical solutions to these problems, including a study of Uniform Resource Locators (URLs) to enhance predictions, the analysis of visuals that support the meaning of the text, and the conversion of search engine summaries into pre-reading activities to activate schemata. Three additional skills related to content are the understanding of cultural allusions, critical reading, and the ability to read extensively. Cultural allusions are frequent in hypertext, especially in personal home pages. Readers can ask pertinent questions based on surrounding text, and they can research an allusion online to determine meaning. Critical reading is a necessary skill to develop when reading hypertext, since much information is incorrect or biased. The identification of sources and text type to gain perspective on the author's intended message is recommended. The necessity for extensive reading with the WWW requires ways of helping students choose appropriate sites and of evaluating their work in order to promote reading for meaning.