Choose a starting point

C1-P1. Mira opened the little public library beside the river. Before choosing a story, she put a blue bookmark on the desk. The bookmark mattered because she wanted to return to one exact place after an interruption. This is the first paragraph of the first chapter.

C1-P2. A reader can remember a chapter title while forgetting the sentence that came next. To test resumption, stop after this paragraph, close the book, and open it again. Write down whether the application returns to the chapter, the page, the paragraph, or the exact spoken position.

Return to a paragraph

C1-P3. The library clock struck nine. Mira turned to the second shelf and found a notebook containing six short journeys. Each journey had two named stops. The chapter list should show the journeys, and a nested list should make the two stops visible when the reader supports that structure.

C1-P4. The first journey ended with a practical choice: keep one test condition fixed. If you change the file, voice, speed, and device together, a difference in the experience cannot be attributed to one cause. Begin with this same book and change a single condition at a time.

Follow the main path

C2-P1. On the far side of the bridge, a sign offered a riverside path and a hill path. Mira chose the riverside path first. She planned to follow it to the willow tree before returning to the hill. A sequence is part of the meaning of a journey, even when both paths are visible at once.

C2-P2. A page may also contain two visible paths. Columns, side notes, and captions can sit next to each other while belonging to different parts of a story. A clean voice cannot correct an incorrect sequence. Listen for the end of one idea before the next idea begins.

Keep the sequence

C2-P3. At the willow, Mira wrote three ordinary values in her notebook: 12 seeds, 3.5 liters of water, and plot B-17. These are invented gardening details for checking recognition. They are not instructions for a real experiment. Compare every digit, decimal point, and letter with the displayed page.

C2-P4. The hill path was shorter but steeper. Mira reached the viewing bench and could see the entire route. In a reading application, a visible page can serve a similar purpose: it lets the listener inspect the location and check a detail that should not be trusted to sound alone.

Visit a footnote

C3-P1. Mira found a penciled note beside a drawing of the old ferry. The note explained one unfamiliar word. It belonged to the story, but it was not the next paragraph of the main journey. The linked footnote after this paragraph provides a small navigation test. [1]

C3-P2. A reader may announce the note immediately, offer it as a link, or skip it during ordinary narration. Record the behavior you actually observe. A footnote can be valuable evidence while still interrupting the main argument when it is inserted at an unexpected moment.

Return to the sentence

C3-P3. After visiting the note, return to the sentence that pointed to it. Check whether the return link restores a useful position. Do not assume that a footnote working in the EPUB means that the same interaction will work in the PDF version of the book.

C3-P4. Mira added a second mark to her notebook: a small square meant that she had checked a detail against the original page. A filled square meant that she had corrected her own transcript. Keeping the distinction visible helped her separate a machine output from an edited interpretation.

Read the figure in context

C4-P1. The next page of the notebook showed three stations along the river: the library, the bridge, and the willow. The drawing below is deliberately simple. Its caption and text alternative describe a relationship that a listener should be able to inspect without guessing from an image alone.

C4-P2. A caption is not always a full explanation. If a real figure contains axes, uncertainty ranges, colors, or a spatial relationship, return to the figure and its surrounding discussion. This demonstration contains none of those measurements and must not be treated as a research result.

Describe the relationship

C4-P3. Mira described the route in her own words: first leave the library, then cross the bridge, then reach the willow. That spoken description should agree with the order shown by the three labeled stations. Comparing two representations can reveal an omission or a reversal.

C4-P4. To test the reading application, note whether it announces the caption, exposes the image alternative, reads both, or reads neither during normal playback. An image alternative existing in the file is not proof that every application uses it during text-to-speech.

Notice the language change

C5-P1. At the market, Mira met a visitor who spoke Spanish. The short sentence immediately after this paragraph is marked as Spanish in the EPUB and source HTML. Whether a reading application changes its voice or pronunciation is a separate behavior to test.

La biblioteca abre a las nueve de la mañana.

C5-P2. The visitor then continued in English. Language metadata can provide a useful signal, but installed voices, narration settings, and application support determine the result. Do not report a successful automatic language switch unless you heard it on the device and version you are documenting.

Check names and numbers

C5-P3. The two readers compared their notes at 14:30. One had written route C-204; the other had copied route C-240. Only one matched this sentence: route C-204. The values are invented, but the difference illustrates why a plausible spoken number can still be incorrect.

C5-P4. Names also deserve attention. Mira wrote Ana, Noemi, and the place name San Pedro. A preferred pronunciation may differ from a machine default. Make a pronunciation note if needed, while preserving the spelling in the source that another reader will use to verify it.

Resume after an interruption

C6-P1. Back at the library, Mira opened the notebook at the beginning of the final journey. Stop playback after this paragraph and leave the application. When you return, identify the next paragraph by its marker. This creates an observable resumption task instead of a vague impression of convenience.

C6-P2. This is the expected paragraph after the interruption point. A useful test record includes the file name, application version, device, voice, speed, and result. Write unknown when you have not checked a capability. A blank cell can otherwise be mistaken for an unsuccessful test.

Write a useful observation

C6-P3. Mira placed the EPUB, the text-based PDF, and the image-only PDF beside one another. They shared the same story, but they did not share every structural feature. Test chapter navigation, selection, and narration separately. Similar appearance does not establish equivalent access to the words.

C6-P4. The notebook closes here. The journey is fictional, and these files are original teaching fixtures rather than a representative benchmark. Use them to make a question repeatable, then repeat the relevant checks with a document that reflects your own reading work.