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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 ϭ 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 (⌬R 2 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 (⌬R 2 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.

Zusammenfassung. In dem vorliegenden Beitrag wird über die Entwicklung eines umfassenden Fragebogens zum Leseerleben berichtet. Eine Untersuchung zur Itemselektion anhand einer studentischen Stichprobe ergibt 77 Items, die sich auf die folgenden 14 Dimensionen verteilen: Aufmerksamkeitsfokussierung, Aufgehen im Text, Vorstellbarkeit/Anschaulichkeit, Räumliches Dabeisein, Rezeptionsbeendigung, Spannung, Emotionale Beteiligung, Allgemeines Lesevergnügen, Identifikation, Parasoziale Interaktion, Kognitives Involvement, Thematisches Interesse, Analysierende Rezeption, Leichtigkeit des kognitiven Zugangs. Die zugehörigen internen Konsistenzen liegen in einem zufrieden stellenden bis sehr guten Bereich.

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