Strategy training and mind-mapping facilitates children's hypertext comprehension

Sabine S. Fesel, Eliane Segers, Linda de Leeuw, Ludo Verhoeven

Research output: Contribution to journalArticleAcademicpeer-review

6 Citations (Scopus)


Children in primary school read hypertext for comprehension. However, children typically are taught reading strategies for linear text, while these strategies are not automatically transferrable one-to-one to hypertext. In the present study, a training group of 55 sixth-graders were taught four hypertext reading strategies (planning, monitoring, evaluation and elaboration) via mind mapping and the usage of a prompting paper-card. A control group of 29 children received no strategy training. We examined to what extent strategy training influenced children’s strategy use and learning outcomes: (1) number of pages read and reading time per text, (2) literal / inferential reading comprehension scores and (3) knowledge representations (relatedness judgment task and mind maps). At posttest, the training group showed higher scores on a self-reported strategy usage questionnaire, and higher comprehension scores as compared to the control group. Hypertext strategy training in combination with mind-mapping supports children’s hypertext comprehension.
Original languageEnglish
Pages (from-to)131-156
JournalWritten Language and Literacy
Issue number2
Publication statusPublished - 2016


  • Elementary education
  • Learning strategies
  • Hypertext
  • Pedagogical issues
  • Reading comprehension
  • NLA


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