Article published in:
Written Language & Literacy
Vol. 19:2 (2016) ► pp. 131–156

Strategy training and mind-mapping facilitates children’s hypertext comprehension

| Behavioural Science Institute, Radboud University
| Instructional Technology, University of Twente
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.
Keywords: learning strategies, elementary education, reading comprehension, pedagogical issues, hypertext
Published online: 01 June 2017
https://doi.org/10.1075/wll.19.2.01fes
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