Signalling structure in hypertext: support for the non-native reader Background I Text and the non-native reader Models of reading The non-native reader Structures of text Structures of knowledge II Hypertext NN reader support Strategies for NN reader support Training in text patterns/cues Training in knowledge structures Signalling structure in documents Examples of signal design A writing structure curriculum Extension Sources App. 1 An unfolding signal curriculum   Lawrie Hunter Kochi University of Technology lawrie@info.kochi-tech.ac.jp

II. Reading support for the non-native reader of hypertext Goldman and Rakestraw (1998) identify the following as key considerations: 1. The effects of structural aspects of the text depend on whether or not the readers can supply the structure themselves (and thus do not need the cues in the text). 2. If readers cannot supply the structure themselves, they need to have sufficient knowledge of structure cues in text to allow them to interpret and use information to construct coherent and appropriately structured mental representations of the information. 3. Readers in low knowledge circumstances need assistance in constructing a representation of the information in the knowledge domain. 4. Surface text clues should be aligned with the underlying conceptual or situational models. 5. Surface structural cues to organization and main idea identification can assist readers in learning a new domain if readers know how to interpret these cues.