DESIGNING INSTRUCTIONAL AND INFORMATIONAL TEXT

James R. Hartley

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Visual and Cognitive Learning Processes Discourse Analysis in Language Studies Text Readability and Simplification

Abstract

My aim in each section is to present a particular argument, supported by references to empirical research. In addition, I hope that these references will allow interested readers to follow up the issues raised more widely, should they wish. Regrettably I have decided that there is no one clear theoretical perspective that I could take in writing this chapter so, accordingly, none is offered. However, references to particular paradigms in text design are made where it seems appropriate. One important aspect of instructional and informational text design omitted in this chapter is that of the design and positioning of elements such as tables, diagrams, graphs, and figures. These issues are discussed in other chapters.

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References

1972Contextual prerequisites for understanding: Some investigations of comprehension and recall 1999Linguistic styles: Language use as an individual difference.2000Motivating the Academically Unmotivated: A Critical Issue for the 21st Century 2013Cognitive Processes in Comprehension 2000Learning from Examples: Instructional Principles from the Worked Examples Research 1998How seductive details do their damage: A theory of cognitive interest in science learning.1988Improving Learning : New Perspectives 1996When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons.

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