How Text Presentation and Financial Literacy Affect Pension Communication Success

Abstract

This study examined the effects of (a) text presentation and (b) prior knowledge and language skill on finding information in financial documents. First, the participants filled out tests that measured their levels of vocabulary, reading skill, domain knowledge, and topic knowledge. Subsequently, they read an on-screen text on pension information in either a linear structure (“nonlayered”) or a hypertext structure (“layered”). Readers’ performance was measured by verbal scenario questions. No difference was found for text presentation. Language skill and domain knowledge were both important predictors for finding, whereas topic knowledge was not associated with readers’ performance at all. When differentiating between text presentation conditions, we found that domain knowledge only plays a role in the nonlayered condition, not in the layered condition. These results indicate that the set of skills needed to successfully read a document varies with both type of task and type of reading, confirming prior research.

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