Eye Tracking and Stimulated Recall Evidence of Young Readers’ Metacognitive Processes in Science Picture Book Reading

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Abstract

This case study investigates how five primary school students interact with multimodal science texts by employing eye‐tracking technology, SOLO‐based assessments, and gaze‐stimulated recall interviews. The results indicate that students operating at higher SOLO levels exhibit more complex, reciprocal shifts between text and visuals, reflecting a deliberate integration of representational modes. In contrast, those at lower SOLO levels display more linear patterns of attention. Moreover, the study underscores a strong relationship between eye‐movement behaviors and metacognitive strategies: more advanced readers demonstrate superior self‐regulation and strategic awareness. Taken together, these findings suggest that proficient multimodal reading comprehension in science hinges on both metacognitive insight and the effective integration of multiple representations.

Authors

• Zhujun Jiang, Shanghai Jiao Tong University

• Tairui Song, East China Normal University 

• JIAYAN TEY, Shanghai Jiao Tong University

• Feng-Kuang Chiang, Shanghai Jiao Tong University