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Reading and Learning from Screen

Reading and Learning from Screen

Miriam Schcolnik, Sara Kol
Copyright: © 2006 |Pages: 21
ISBN13: 9781591407508|ISBN10: 1591407508|ISBN13 Softcover: 9781591407515|EISBN13: 9781591407522
DOI: 10.4018/978-1-59140-750-8.ch012
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MLA

Schcolnik, Miriam, and Sara Kol. "Reading and Learning from Screen." User-Centered Computer Aided Language Learning, edited by Panayiotis Zaphiris and Giorgos Zacharia, IGI Global, 2006, pp. 257-277. https://doi.org/10.4018/978-1-59140-750-8.ch012

APA

Schcolnik, M. & Kol, S. (2006). Reading and Learning from Screen. In P. Zaphiris & G. Zacharia (Eds.), User-Centered Computer Aided Language Learning (pp. 257-277). IGI Global. https://doi.org/10.4018/978-1-59140-750-8.ch012

Chicago

Schcolnik, Miriam, and Sara Kol. "Reading and Learning from Screen." In User-Centered Computer Aided Language Learning, edited by Panayiotis Zaphiris and Giorgos Zacharia, 257-277. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-750-8.ch012

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Abstract

Electronic texts are playing an increasing role in education in general and in languagecourses in particular. Computer-assisted language learning (CALL) tasks utilizingauthentic texts on the Web require extensive screen reading. The flexible nature ofelectronic text encourages customization, which is important for effective screenreading and learning. For users to read comfortably and effectively, attention must bepaid to the way electronic text is presented. Presentation includes factors related tothe screen (e.g., contrast), to the reader (e.g., familiarity with the medium) and to thetext layout (e.g., number of lines per screen). Navigation method (e.g., scrolling orpaging) may also affect reading and learning from screen. Two studies conducted bythe authors show that not everyone performs well with the same presentation mode andthat preferences also vary. Designers of user-centered CALL materials should, therefore,allow for choice of presentation mode.

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