The fundamental study of teaching method for comprehending documents with non-continuous texts.

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This study examined comprehending processes of documents containing non-continuous texts (NCT) using six types of experiments. Experiments 1 and 2 demonstrated an enhancement of comprehension scores when looking over NCT before reading the text part. Experiment 3 revealed that the results of experiments 1 and 2 were caused by the amount of working memory capacity. In both experiments 4 and 5, we set experimental factors in terms of layout of text part and NCT part. We found that layout and relation of both parts had an important role for the comprehension of documents, especially, complementary or duplicate type of relation. Finally, in experiment 6, we explored the gazing pattern of nine year old children, and found a great difference compared to the pattern of university students.