Eye Movements While Reading Illustrated Science Text Among High- and Low-Ability Fourth-Grade Children

• In Event: Poster Session 2
  In Poster Session: Research in Reading and Literacy

Abstract

This study investigated high- and low-ability fourth-grade children’s cognitive processes and comprehension performance in reading an illustrated science text by recording their eye movements and conducting comprehension tests. High-ability readers outperformed low-ability readers on all tests. Although fixation durations for visual attention to text and diagram sections were similar between groups, reading pathways differed. Moreover, the high-ability group showed longer first-pass fixation durations on the diagrams. The results of sequential analysis showed the high-ability group regressed to the previous paragraph more often when unsure of the meaning, and went back and forth between the two diagrams, whereas the low-ability group only looked in one direction. It implies better self monitoring while reading among the high-ability students.

Author

• Yu-Cin Jian, National Taiwan Normal University