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Abstract
Reading academic hypertext documents in college brings a new level of complexity that changes the definition of college reading and literacy. Knowing how to read these unpredictable, nonlinear texts requires familiarity and practice. The author describes the nature and usefulness of hypertext, reviews the challenges of reading hypertext, and offers reading strategies for college students. The article includes research on the characteristics of hypertext, theoretical underpinnings of hypertext comprehension, disorientation issues, design features for navigation and coherence, and specific comprehension strategies for college hypertext assignments.
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Notes on contributors
Kate E. Sandberg
Kate E. Sandberg is Professor Emerita of English at University of Alaska Anchorage. She taught various levels of reading, study strategies, critical thinking, and composition there for 26 years. Kate led CRLA as president in 2003–2004 and became a Fellow of Council of Learning Assistance and Developmental Education Associations in 2006.
