The effects of reading speed and reading patterns on the understanding of text read from screen

Dyson, Mary C.; Haselgrove, Mark

doi:10.1111/1467-9817.00115

Cited by 72 publications

(54 citation statements)

References 3 publications

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“…Speci"cally in relation to scrolling, distraction may be caused by the mechanics of the movements (Hansen & Haas, 1988;O'Hara & Sellen, 1997). This proposal is consistent with Dyson and Haselgrove (2000) who found that the overall time spent pausing between scrolling was the best predictor of comprehension. When reading at normal speed, the readers with higher comprehension scores were those who spent more time pausing between scrolling and made fast and frequent scrolling movements.…”

Section: Scrolling Patternssupporting

confidence: 72%

“…However, this result could be accounted for by a speed-accuracy trade-o!, as the rate of reading print was signi"cantly faster than reading from screen. Dyson and Haselgrove (2000) also found a trade-o! between reading rate and comprehension when readers were trained to read from screen at a faster speed.…”

Section: Reading Speed Reading Rate and Comprehensionmentioning

confidence: 88%

“…The hypothesis that reading from screen at di!erent reading speeds may di!erentially a!ect the type of information that is retained was tested by Dyson and Haselgrove (2000).…”

Section: Nature Of Comprehensionmentioning

confidence: 99%

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The influence of reading speed and line length on the effectiveness of reading from screen

Dyson¹,

Haselgrove²

2001

International Journal of Human-Computer Studies

Self Cite

158

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With such a large volume of material accessible from the World Wide Web, there is an urgent need to increase our knowledge of factors in#uencing reading from screen. We investigate the e!ects of two reading speeds (normal and fast) and di!erent line lengths on comprehension, reading rate and scrolling patterns. Scrolling patterns are de"ned as the way in which readers proceed through the text, pausing and scrolling. Comprehension and reading rate are also examined in relation to scrolling patterns to attempt to identify some characteristics of e!ective readers. We found a reduction in overall comprehension when reading fast, but the type of information recalled was not dependent on speed. A medium line length (55 characters per line) appears to support e!ective reading at normal and fast speeds. This produced the highest level of comprehension and was also read faster than short lines. Scrolling patterns associated with better comprehension (more time in pauses and more individual scrolling movements) contrast with scrolling patterns used by faster readers (less time in pauses between scrolling). Consequently, e!ective readers can only be de"ned in relation to the aims of the reading task, which may favour either speed or accuracy.

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Section: Scrolling Patternssupporting

confidence: 72%

Section: Reading Speed Reading Rate and Comprehensionmentioning

confidence: 88%

See 1 more Smart Citation

The influence of reading speed and line length on the effectiveness of reading from screen

Dyson¹,

Haselgrove²

2001

International Journal of Human-Computer Studies

Self Cite

158

View full text Add to dashboard Cite

show abstract

“…A more elaborate test of comprehension was used in this study. A set of multiple choice questions requiring recall of different types of material was developed by Dyson and Haselgrove (2000) and used in the 2001 study to compare line lengths. Differences in comprehension were not cancelled out by differences in reading rate as there was no speed-accuracy trade-off.…”

Section: Comprehension Of Characters Per Linementioning

confidence: 99%

How physical text layout affects reading from screen

Dyson¹

2004

Behaviour & Information Technology

107

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Abstract. The primary objective of this paper is to critically evaluate empirical research on some variables relating to the configuration of text on screen to consolidate our current knowledge in these areas. The text layout variables are line length, columns, window size and interlinear spacing, with an emphasis on line length due to the larger number of studies related to this variable. Methodological issues arising from individual studies and from comparisons among studies are identified. A synthesis of results is offered which provides alternative interpretations of some findings and identifies the number of characters per line as the critical variable in looking at line length. Further studies are needed to explore the interactions between characters per line and eye movements, scrolling movements, reading patterns and familiarity with formats.

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“…A wealth of research evidence exists to suggest that spatial encoding takes place during the reading process, and that this is an integral function when individuals build a mental representation of the location of textual information whilst reading (Kennedy, 1992;Piolat et al, 1997;Fischer, 1999). A number of studies support the notion that the assignation of geographical locators during reading is easier when reading on paper compared with the computer (Wright & Lickorish, 1984;Dyson & Haselgrove, 2000;Pommerich, 2004). O'Malley & Stanton (2004) suggest that physical activity helps to build representational mappings.…”

Section: Sense Of Textmentioning

confidence: 99%

Judging Text Presented on Screen: Implications for Validity

Johnson¹,

Greatorex²

2008

E-Learning and Digital Media

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Technological innovation undoubtedly offers many potential benefits for education and the assessment of learning, which have been acknowledged elsewhere. One area that is relatively under-researched relates to the practice of how assessors interact with longer texts that are presented on screen. This is an important area of study because there might be moves to scan or digitally capture longer texts, such as essays or portfolios that contain long textual chunks, and to deliver them online to assessors. This use of technology affords a number of benefits, including the opportunity to transfer data speedily. It also allows a number of assessors to view the same evidence simultaneously, enabling the timely checking of assessor reliability during the assessment process. This article explores the theoretical and limited empirical literature to discuss the potential impact that technology might have on assessors' judgments of texts presented on screen. The review cites literature from across a variety of educational settings where it is increasingly becoming common practice to capture and assess learners' work through digital methods.

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The effects of reading speed and reading patterns on the understanding of text read from screen

Cited by 72 publications

References 3 publications

The influence of reading speed and line length on the effectiveness of reading from screen

The influence of reading speed and line length on the effectiveness of reading from screen

How physical text layout affects reading from screen

Judging Text Presented on Screen: Implications for Validity

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