Comprehending non-linear text: the role of discourse cues and reading strategies

By studying the structure of written discourse and the processes by which readers acquire information from texts, we have learned a great deal about how to design texts that facilitate learning. However, recent advances in computer technology have enabled the development of new forms of text that violate standard assumptions of what texts are like. These new forms may pose serious problems for learning because they lack discourse features that readers rely on for assimilating new information. In particular, readers traditionally rely on the writer to determine the sequence of topics and to employ conventional cues that signal relationships among topics, such as relative importance or chronology. However, on-line hypertext systems present texts non-linearly, requiring readers to decide what information to read and in what order. This paper assesses the potential impact of non-linear texts on theories of discourse and on current cognitive theories of text processing. It also describes research in progress on readers' sequencing strategies in hypertext. Research on the effect of hypertext on reading will have important practical implications for designing hypertext systems that satisfy readers' needs.