Reading Model in Hypertext Knowledge Environment

(source: my thesis- improving learning ability through hypertext system)

Reading is the execution of the three processes of writing model (see my previous article) in the reverse order. That is, a linear sequence of text is transformed into a hierarchy, which is later integrated into a network in long-term memory. A mental representation of the meaning of text is then constructed which is in the form of relationships. While reading text, readers establish local coherence in short-term memory - small-scale inferences from few small units of information (relationships between words, sentences and so on) [Thuring et al., 1991]. The reader makes preliminary hypotheses based on titles, words, propositions, and knowledge about the real world.

The reading model uses the spreading activation model to access concepts. In semantic memory, each concept is connected to a number of other concepts. Activating one concept activates its adjacent concepts, which in turn activate their adjacent concepts. Thus, activation spreads through the memory structure, determining what is to be added and what is to be removed from the interpretation of text. This process continues until further activation of adjacent concepts does not change the concepts used to interpret the text. By using hypertext, this activation can decrease semantic distance.

A number of formal reading strategies have been developed by reading educators as series of steps to facilitate student comprehension and memory of concepts from texts. One of the most enduring of these is SQ3R that introduced by Thomas and Robinson in 1972 [cited in Glynn and Muth, 1994, p1063] which has been shown to be very effective in improving students' immediate and delayed recall of text:

1. Survey: Preview the text, using headings as guidelines.

2. Question: Form questions about the text content.

3. Read: Read the text, using questions as guides.

4. Recite: Answer questions posed, relating questions to headings.

5. Review: Organize text information, rereading difficult content.

These activities form important activities for student to get a comprehension skill in learning from text and therefore hypertext learning can benefit from paying attention to their use.
From both reading and writing process above, learning model is based on the non-linear nature of thinking, a natural process in human beings. Human cognition is essentially organized as a semantic network in which concepts are linked together by associations. Hypertext systems should try to exploit this basic nature of cognition.

References:

[Thuring et al., 1991] Thuring, M., Haake, J.M., and Hannemann, J., 1991, Hypertext '91 Proceedings.

[Glynn and Muth, 1994] Glynn, S. M. and Muth, D., 1994, Reading and Writing to Learn Science: Achieving Scientific Literacy, in Journal of Research in Science Teaching, 31(9), pp. 1057-1073.