"Signaling in expository hypertexts compensates for deficits in reading skill": Correction to Naumann et al. (2007).

Reports an error in "Signaling in expository hypertexts compensates for deficits in reading skill" by Johannes Naumann, Tobias Richter, Jürgen Flender, Ursula Christmann and Norbert Groeben (Journal of Educational Psychology, 2007[Nov], Vol 99[4], 791-807). The URL published for the supplemental material was incorrect. The correct URL is provided in the erratum. (The following abstract of the original article appeared in record 2007-17712-008.) Expository hypertexts may contain specific types of signals such as navigable topical overviews and hyperlinks that map conceptual relationships between text contents. Two experiments with German university students (N = 130, 75% female, mean age 25 years) were conducted to test the hypothesis that hypertext-specific signals particularly support learners with badly routinized reading skills in organizing and integrating complex learning materials. The experiments were based on naturalistic texts and essay-writing tasks typical for exam preparation. Learning outcomes were measured by characteristics of participants' essays (amount of knowledge, knowledge focusing, knowledge integration). In both experiments, a hypertext with a high amount of signaling yielded better learning outcomes than did a linear text for readers with a low level of skill, whereas there were no differences for readers with a high level of skill (ΔR2 from .03 to .08 for the interaction). In Experiment 2, the same interaction pattern was found for hypertext with a high versus a low amount of hypertext-specific signals (ΔR2 from .04 to .10). Moreover, a lack of signals led to less efficient navigation behavior. These results demonstrate that hypertexts equipped with hypertext-specific signals may compensate for deficits in reading skill. (PsycINFO Database Record (c) 2010 APA, all rights reserved)