Executive Control Processes in Reading

By Bruce K. Britton; Shawn M. Glynn | Go to book overview
be best presented in the form of continuous prose. With electronic text, it might be easier to slot in different examples and different routes for different readers ( Pullinger, 1984). However, such a text would require considerable typographic expertise for its presentation in printed or electronic form. Indeed, effective presentation in the latter would be extremely difficult because electronic text is highly restricted in certain ways (especially in terms of typefaces, line lengths, spacing, and knowing where you are). Electronic text, however, does have color, animated graphics, and possibly sound. And, because electronic text is so "chopped up," there is more emphasis on practicing and using executive control processes in reading it than there is with conventional print.
SUMMARY
1. Poor typographic practice can misdirect and/or slow down executive control processes in reading.
2. Good typographic practice clarifies the underlying structure of a text and assists executive control processes in reading.
3. The typographic layout of the page is of crucial importance in denoting the underlying structure of the text. In complex text the horizontal and vertical spacing should be consistent. The reader should never have to ask, "Where do I go from here?"
4. Typographic cues emphasize the importance of key words or concepts by manipulating the typography of the text.
5. Access structures use both layout and typographic cues to enable readers to gain access to the text at particular points: They also indicate sequence and structure.
6. There has been virtually no research on different typographic settings for access structures, but research with access structures suggests that it is important to teach children to appreciate the typographic conventions that skilled readers take for granted.
7. Text can be designed to encourage deeper processing, but such text will require considerable typographic expertise to ensure its effectiveness. The nature of electronic text may force readers to practice more overtly executive control processes in reading.

ACKNOWLEDGMENTS

I am indebted to Peter Burnhill, David Michael, and anonymous reviewers for helpful comments on an earlier draft of this chapter.

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Executive Control Processes in Reading
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • List of Contributors ix
  • Introduction xi
  • Acknowledgements xviii
  • Reference xviii
  • 1 - Executive Control in Reading Comprehension 1
  • Acknowledgments 19
  • References 21
  • 2 - Reading and Writing for Electronic Journals 23
  • Acknowledgments 51
  • References 53
  • 3 - Typography and Executive Control Processes in Reading 57
  • Acknowledgments 76
  • References 77
  • 4 - Typography and Reading Strategy 81
  • References 105
  • 5 - Executive Control in Studying 107
  • References 142
  • 6 - The Activation and Use of Scripted Knowledge in Reading About Routine Activities 145
  • Appendix 172
  • References 175
  • 7 - Knowledge Acquisition for Application: Cognitive Flexibility and Transfer in Complex Content Domains 177
  • Acknowledgments 197
  • References 198
  • 8 - Instructional Variables That Influence Cognitive Processes During Reading 201
  • References 215
  • 9 - How Is Reading Time Influenced by Knowledge-Based Inferences and World Knowledge? 217
  • Acknowledgments 249
  • References 250
  • 10 - Remembering Reading Operations with and Without Awareness 253
  • Acknowledgments 274
  • References 275
  • 11 - Characterizing the Processing Units of Reading Effects of Intra- and Interword Spaces in A Letter Detection Task 279
  • Acknowledgments 294
  • References 295
  • Author Index 297
  • Subject Index 305
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