Investigating eye-movement behavior during reading utilizing eye-tracking technology
Rogers, Laura Sophia
MetadataShow full item record
Fluent reading is considered to be a necessary component for reading comprehension because it frees attentional resources that can then be used to understand what it being read (Laberge & Samuels, 1974). Despite a large research base demonstrating the importance of assessing and teaching reading fluency, much is unknown regarding what underlying behaviors are associated with the development of reading fluency. Recent advances in eye-tracking technology allow for the investigation of what behaviors contribute to fluent reading in elementary students. The current document outlines two studies completed to fulfill the doctoral dissertation requirement of the school psychology program at the University of Georgia. The purpose of Study 1 was to determine the similarities and differences between eye movements during silent and oral reading in children. It is well documented that adult eye movements differ during silent and oral reading; however, the extent to which these results generalize to developing readers was previously unknown. Thus, a sample of 57 third grade students’ eye movements were recorded while they were reading a passage either silently or aloud. T-tests were conducted to compare the two groups across multiple eye-movement variables. Results suggest that, similar to adults, third grade students’ eye-movement behavior also differs during silent and oral reading. Study 2 evaluated the effects of providing students with listening passage preview (LPP) in conjunction with repeated reading (RR). The same 57 third grade students from Study 1 were assigned to either a condition in which they read a passage 4 times (RR) or a condition in which they first listened to a fluent reading of the passage and then read the passage 3 times (LPP+RR). Results indicated that students’ in both conditions increased their reading fluency and decreased the number of errors they made during reading. Students’ reading behavior were similar during the two intervention conditions across all variables except for one. Students in the LPP+RR condition made significantly more regressions across all trials. Students in both conditions significantly reduced the average number of regressions, decreased their average total fixation time, and made fewer fixations on average on all words in the passage across trials. Significant differences across trials were also found on the reading of high- and low-frequency words.