Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h4DM09C03984; Tue, 13 May 2003 18:00:09 -0400 (EDT) Date: Tue, 13 May 2003 18:00:09 -0400 (EDT) Message-Id: <EE81FC4A94703A46976D9DF51EF1018634614F@2kexmb.hq.corp.pbs.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "Frances Keenan" <fkeenan@pbs.org> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:2849] unweaving print vs. web text X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 2584 Lines: 70 Chris, are you saying we know how to make printed text simpler but don't have a clue yet with text on the Web? As for reading by following links, we found from interviews that learners with some Internet familiarity seemed to view links as optional information (the dominant Internet convention I think) and chose not to follow them. We hadn't anticipated this and had put some essential information in the linked text. We now have developed a very overt (and perhaps bossy) "Read Now" button link when we have a link to essential information on another page. (That seems to be working) Of course it's a very different thing to be building an online environment for adult learners and to be building activities or instruction around what's already there. Fran Keenan PBS Adult Learning Service fkeenan@pbs.org -----Original Message----- From: Christina Zarcadoolas [mailto:Christina_Zarcadoolas@brown.edu] Sent: Tuesday, May 13, 2003 9:30 AM To: Multiple recipients of list Both NALS and the clear language movement have been important in putting literacy on the radar screen in some spheres. But the by-catch, if you will, has been a tenacious movement to simplify vocabulary and sentence structure. So we talk about easy to read materials highlighting these aspects of the content/message. And then we test these materials, and lo and behold, our patient focus group or cognitive testing participants demonstrate that, indeed, they can read the revised material with more comprehension. But then along comes this wonderful format - hypertext) that in some ways, more accurately mimics what real people do in real reading settings. They jump forward and loop back; they scan; they read on until things make sense. ( Long established as fluent reading strategies among reading educators in the 60s and 70s. __________________________________________________________________ Give them words to grow by. Share a story with a child in your life today. pbskids.org/shareastory _________________________________________________________________ _________________________________________________________________ This email may contain material that is confidential or proprietary to PBS and is intended solely for use by the intended recipient. Any review, reliance or distribution of such material by others, or forwarding of such material without express permission, is strictly prohibited. If you are not the intended recipient, please notify the sender and destroy all copies. __________________________________________________________________
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