Interaction of reader skills and document demands

One strategy for improving the usability of information products is to develop generic descriptions of the product's users. Designers can then plan and implement their information products with these generic descriptions in mind. However, designers who develop information based on a generic user type make two associated assumptions, both of which are problematic. First, they assume that differences in reading skills are invariant across texts of differing difficulty and user familiarity. Secondly, they make the logically related assumption that usability is a concern only for readers and users possessing less-developed skills. A study that challenges these assumptions is summarized. Specifically, the authors challenge the assumption that reader performance, particularly the performance of skilled technical readers, is solely a function of reader characteristics. It is possible to manipulate aspects of a text such that skilled readers, when given difficult and/or unfamiliar text, will perform like less-skilled readers in terms of their recall and application of information. It is necessary to consider ease of reading and use in the design of technical information for technical professionals.<
>