Samir’s Selection 07/19/2014 (a.m.)

  • [R]eading is always an interaction between a person and a technology, be it a computer or an e-reader or even a bound book. Reading “involves factors not usually acknowledged,” she told me. “The ergonomics, the haptics of the device itself. The tangibility of paper versus the intangibility of something digital.” The contrast of pixels, the layout of the words, the concept of scrolling versus turning a page, the physicality of a book versus the ephemerality of a screen, the ability to hyperlink and move from source to source within seconds online-all these variables translate into a different reading experience…On screen, people tended to browse and scan, to look for keywords, and to read in a less linear, more selective fashion. On the page, they tended to concentrate more on following the text. Skimming, Liu concluded, had become the new reading: the more we read online, the more likely we were to move quickly, without stopping to ponder any one thought…the layout of a text can have a significant effect on the reading experience. We read more quickly when lines are longer, but only to a point. When lines are too long, it becomes taxing to move your eyes from the end of one to the start of the next. We read more efficiently when text is arranged in a single column rather than multiple columns or sections….People prefer physical books, not out of old-fashioned attachment but because the nature of the object itself has deeper repercussions for reading and comprehension. “Anecdotally, I’ve heard some say it’s like they haven’t read anything properly if they’ve read it on a Kindle. The reading has left more of an ephemeral experience,” she told me. Her hunch is that the physicality of a printed page may matter for those reading experiences when you need a firmer grounding in the material…When Mangen tested the readers’ comprehension, she found that the medium mattered a lot. When readers were asked to place a series of events from the story in chronological order-a simple plot-reconstruction task, not requiring any deep analysis or critical thinking-those who had read the story in print fared significantly better, making fewer mistakes and recreating an over-all more accurate version of the story. The words looked identical-Kindle e-ink is designed to mimic the printed page-but their physical materiality mattered for basic comprehension… Julie Coiro, who studies digital reading comprehension in elementary- and middle-school students at the University of Rhode Island, has found that good reading in print doesn’t necessarily translate to good reading on-screen. The students do not only differ in their abilities and preferences; they also need different sorts of training to excel at each medium. The online world, she argues, may require students to exercise much greater self-control than a physical book. “In reading on paper, you may have to monitor yourself once, to actually pick up the book,” she says. “On the Internet, that monitoring and self-regulation cycle happens again and again. And if you’re the kind of person who’s naturally good at self-monitoring, you don’t have a problem. But if you’re a reader who hasn’t been trained to pay attention, each time you click a link, you’re constructing your own text. And when you’re asked comprehension questions, it’s like you picked up the wrong book.” In a study comparing digital and print comprehension of a short nonfiction text, Rakefet Ackerman and Morris Goldsmith found that students fared equally well on a post-reading multiple-choice test when they were given a fixed amount of time to read, but that their digital performance plummeted when they had to regulate their time themselves. The digital deficit, they suggest, isn’t a result of the medium as such but rather of a failure of self-knowledge and self-control: we don’t realize that digital comprehension may take just as much time as reading a book…”Physical, tangible books give children a lot of time,” she says. “And the digital milieu speeds everything up. So we need to do things much more slowly and gradually than we are.”

    tags: reading brain neuroscience learning attention distraction memory

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