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Abstract

Reports a descriptive study conducted with 17 middle school students reading hypertext versions of two short stories. The study focused on gathering and analysing detailed information on students' use of various text enhancements designed to support their reading comprehension and to teach them the use of meta cognitive reading strategies. Data were collected via observations and interviews, as well as a computer monitor that recorded all student interactions with the hypertext documents. Analysis of the monitor transcripts led to the identification of 6 hypertext reading patterns: skimming, checking, reading, responding, studying and reviewing. The reading patterns varied considerable on at least 2 dimensions and their frequency of occurrence was felt to be influenced by such factors as software design, the instructional context, and the student's perception of the task