It is possible that television viewing is helpful in the development of basic vocabulary but less helpful in the development of abstract vocabulary. Traditional reading appears to be related to the capacity for reflection. Online reading appears to require a different skillset. The internet is easily accessible (1), has large amounts of information (2) and has interactive information (3). Experienced internet users show more activity in the prefrontal cortex during online activity (i.e. executive functioning and decision making). The increased possibility for interaction can lead to more involvement and systematic processing but in the case of overload, there is less attentive processing. Superficial interactivity is related to the perception of interactivity and this is related to the appreciation of the website. It leads to heuristic processing. Real interactivity leads to deeper processing but also creates a cognitive load. Hypertext documents are not linear as they make use of jumps in the material. Each jump creates extra cognitive load. This is because it requires a choice and can lead to disorientation. The cognitive load in relation to hypertexts depends on the structure of links (1), the reader characteristics (2) and the text properties (3). A greater working memory capacity makes a jump less disorienting and proficiency in self-structuring the reading experience makes reading hypertexts easier. Proximity of related matters (1), topical phrases (2), prior knowledge of the subject (3) and link previews (4) help form a situation model and this reduces cognitive load while reading hypertexts. Situation models refer to complex mental representations formed when readers integrate the statements in a text with their knowledge. The flexibility of hypertexts may be beneficial for readers who are positioned to structure their learning activities (e.g. readers with prior knowledge). Low-knowledge readers may benefit from...