Journal of Research in Reading

The present study investigated the effect of text highlighting on online processing and memory of central and peripheral information. We compared processing time (using eye‐tracking methodology) and recall of central and peripheral information for three types of highlighting: (a) highlighting of central information, (b) highlighting of peripheral information and (c) no highlighting. Results indicate that highlighting central information decreased the amount of rereading of peripheral information, whereas highlighting peripheral information increased the amount of rereading of peripheral information. Processing and recall of central information did not differ across highlighting conditions but were higher than the processing and recall of peripheral information (i.e., centrality effects). These findings suggest that highlighting influences processing of text but that this influence occurs after initial processing, interacts with centrality and is strongest for text information that is relatively peripheral to the overall coherence and meaning of the text. Proficient readers apparently selectively process and store central information regardless of what is highlighted in the text.

Highlights

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.