The following issues are already known about the paper's topic:
- Text highlighting is a common useful device that students use for coping with reading large amounts of texts.
- In most cases, reading time is longer, and memory is better when information is highlighted than when it is not.
- In most cases, reading time is longer and memory is better when information is central than when it is not central.
This paper adds the following:
- Text highlighting and text centrality affect rereading time but not initial reading time of textual information.
- The reading and memory of central information are not affected by highlighting.
- Rereading is more frequent when peripheral information is highlighted than when it is not.
Implications for practice and/or policy:
- Students should be practised in highlighting central or important information for their study; highlighting peripheral information results in a wasting of time in rereading unimportant information; this is especially relevant for studying under time pressure, when highlighting is mostly needed and helpful.
- Proficient adult readers succeed in attending important information even when less-important information is highlighted; this notion is encouraging regarding texts that are highlighted in an inadequate manner.
- Less proficient and/or young readers should receive special care with regard to the quality of highlighting in their texts.