Abstract
Computer-controlled display procedures useful for doing reading research are discussed. The procedures used in the present research vary the text unit size (from single words to half-sentences), the amount of context available (no context and varying amounts of prior text), text movement (centered words or successive left-to-right placement), and use of text highlighting (present, absent). The data suggest links between the display attributes and the subjects’ coding strategies during reading of mathematical word problems. Display attributes can influence the time course of processing, the subjectively coded unit size, and the nature of linguistic processing. The data also have implications for display attributes that may make reading in cyberspace more user friendly for both novice and expert readers.
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