Examining Eye Movements of Elementary Students During Reading Comprehension Assessment
Examining Eye Movements of Elementary Students During Reading Comprehension Assessment

Author: Andrea Marie Zawoyski

Publisher:

Published: 2017

Total Pages: 262

ISBN-13:

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High-stakes reading comprehension assessment is commonplace in schools, given the increased emphasis on accountability for educational outcomes (Barksdale-Ladd & Thomas, 2000). Yet, not all assessment practices have empirical support. This two-study dissertation examined areas related to reading comprehension assessment: test-taking strategies and question format. Both studies employed eye tracking technology in order to examine participants' underlying reading comprehension behavior. Due to conflicting findings regarding the effectiveness of test-taking strategies during reading comprehension assessment (e.g., Wiesendanger, Birlem, & Wollenberg, 1982), the purpose of Chapter 2 was to investigate elementary students' reading behavior during a reading comprehension assessment under typical conditions and when required to read the passage first (PF) or read the questions first (QF). Participants were 84 third- and fourth-grade students who first completed a control condition and then completed PF and QF conditions in randomized order. Eye movement data revealed that the QF strategy was generally less efficient than the PF strategy. The purpose of Chapter 3 was to investigate the impact of anticipated question format (i.e., Multiple-Choice; MC or Short Answer; SA) on elementary students' eye movements during reading. This study addressed concerns that MC questions may alter what reading assessments measure (Martinez, 1999; Rupp, Ferne, & Choi, 2006). Additionally, this study examined the influence of SA questions on reading behavior, given that new reading assessments will include more SA questions (Polikoff, 2014). Participants included 87 third- and fourth-grade students who were randomly assigned to the MC or SA condition. Condition assignment dictated the type of questions participants expected to answer after reading a passage. Results indicated that participants in the SA condition engaged in different eye movements than participants in the MC condition. Overall, this dissertation extends research in the fields of school psychology and cognitive psychology. Implications of the studies reported upon in Chapters 2 and 3 may inform future studies regarding the validity of reading comprehension assessment practices. Implications of findings from the two studies for classroom practices were also discussed.

EYE MOVEMENTS AND THE FUNDAMENTAL READING PROCESS
EYE MOVEMENTS AND THE FUNDAMENTAL READING PROCESS

Author: Stanford E. Taylor

Publisher: Charles C Thomas Publisher

Published: 2013-09-01

Total Pages: 229

ISBN-13: 0398087547

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The purpose of this book is multifaceted; it is primarily dedicated to exploring the nature of the Fundamental Reading Process and to discussing the manner in which proficiency in these basic skills can be evaluated through eye-movement recording. Major topics include: the history of eye-movement recording; exploring eye-movement recording through the use of the Visagraph Eye-Movement Recording system; uses of eye movements in terms of reading appraisal; field use of the Visagraph system by schools, clinics, and optometrists; Visagraph EyeLink comparison in terms of eye-movement data; and the 2012 Visagraph Norm Study Report. Reading and tutoring centers will be very interested in both the diagnostic eye-movement recording techniques as well as the web-based practice techniques available through computer technology. Reading researchers will also be intrigued by the comprehensive description of the silent reading process, as well as the effect on the oral reading process with the development of proficiency in silent reading. Especially helpful is the information revealed through eye-movement recordings about the many subliminal factors involved in the process of reading, as well as the changes produced by today’s web-based computer techniques to modify the basic visual/functional, perceptual, and information-processing skills that comprise the silent reading process. In addition, the book will serve as a resource for graduate courses that cover what occurs during silent reading and what outcomes are possible with current reading practice programs using web-based computer technology. This unique text is essential reading for all who want to understand the role of the eye in silent reading and want to increase their instructional capability as teachers and remediation specialists.

Eye Movements Characterizing For The Assessment Of Expertise In Source Code Reading
Eye Movements Characterizing For The Assessment Of Expertise In Source Code Reading

Author: Salwa Aljehane

Publisher:

Published: 2022

Total Pages: 0

ISBN-13:

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The research investigates how eye tracking data can be used to assess developer expertise. Eye movement data provides valuable insights that help test a hypothesis about a developer's comprehension process. For example, fixations, gaze time, and pupillary response have been successfully used to assess developer's mental processing effort and attentional focus. Relatively, little is known about the impact of expertise level on the cognitive effort during programming tasks. Besides, examine how expertise influences developers' reading behaviors applied by looking at the detail of the source code constructs. Two avenues of research are investigated. The first compares the eye movement of expert and novice programmers working on a bug fixing task. This comparison investigates which source code elements programmers focus on when they review Java source code. Programmer code reading behaviors at the line and term levels are used to characterize the differences between experts and novices. Analyzing programmers' eye movements over the identified source code areas shows that the difference between experts and novices is significant in source code element coverage. Specifically, novices read more method signatures, variable declarations, identifiers, and keywords compared to experts. However, experts are better at finishing the task using fewer source code elements when compared to novices. The second aspect of this dissertation aims to present a quantitative analysis that compares the eye movements of experts and novices collected while solving program comprehension tasks. The goal is to examine the changes of developers' eye movement-based metrics in accordance with their expertise. The study analyzed an eye-tracking dataset of 216 developers with 0 to 56 years of programming experience. The results indicate a significant increase in the pupil size metric with the novice group compared to that of the experts, which explains a higher cognitive effort for novice developers. Novices also tend to have a significant number of fixations and a higher total gaze time when they comprehend code. Through a correlation study, it was found that programming experience is a powerful indicator when explaining expertise among other expertise variables. These findings show that pupil dilation, besides saccade length and fixations, provides promising measures to predict the developer's expertise.

Eye Movements in Reading
Eye Movements in Reading

Author: Keith Rayner

Publisher: Elsevier

Published: 2012-12-02

Total Pages: 552

ISBN-13: 0323146287

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Eye Movements in Reading: Perceptual and Language Processes focuses on eye movement and cognitive processes as a way to study the reading process. This book also discusses the different aspects of reading. Organized into seven parts encompassing 26 chapters, this book begins with a discussion on the perceptual and psychophysical factors essential to eye movement during reading. This book then explains how some psychophysical factors, such as type size and masking, affect the reading performance. Other chapters consider the role of transient and sustained cells, as well as their possible effects on reading. This text also examines the size of the perceptual span in reading and the integration of information across eye movement. Finally, this book explains the eye movement abnormalities, general eye movement parameters, and the cognitive processes within the reading disabled group. This book is a valuable resource to optometrists, scientists, field researchers, and readers who are interested in the reading process.

Understanding Literacy Using Eye Movement Miscue Analysis in A Global World
Understanding Literacy Using Eye Movement Miscue Analysis in A Global World

Author: Maria Perpetua Socorro U. Liwanag

Publisher: Dio Press Incorporated

Published: 2022-06-06

Total Pages: 188

ISBN-13: 9781645041306

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Reading is a process through which learners construct meaning and gain critical knowledge necessary to participate in our global society. Children become literate beings and productive participants in their social worlds when they read critically. In this edited book, we bring together researchers, internationally and transnationally, to share Eye Movement Miscue Analysis (EMMA) research that deepens and expands understandings of the reading process and addresses ways to support the literacy development of diverse populations. EMMA is an innovative method of study that combines research on eye movement and miscue analysis to examine how reading works. This book expands on and frames how EMMA can best be utilized to its potential to explore multiple aspects of literacies, such as reading multimodally, identifying literacy achievement, examining young children's or college readers' strategies when reading various texts, or applying EMMA in understanding readers who speak a variety of languages. It is practical, research-based, and theoretically driven to help its audience like those in various academic field understand and explore multiple dimensions of literacy through eye movement miscue analysis in an expanding global world. It is a groundbreaking contribution explaining literacy from a comprehensive and practical lens. Most of all, this book provides socially and culturally diverse K- adult learning and teaching contexts applicable for learners, educators and researchers to meet the needs of 21st century global world. This book can be used in foundations of literacy courses, methods and assessment courses, as well as research design and application in education and other fields.

Eye Movements and Information Processing During Reading
Eye Movements and Information Processing During Reading

Author: Ralph Radach

Publisher: Psychology Press

Published: 2004

Total Pages: 368

ISBN-13: 9781841699561

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Measurement and analysis of eye movements are two of the most powerful ways to study the workings of the human mind. This Special Issue on eye movements and information processing in reading presents an overview of experimental research based on this methodology. Eye movements provide a unique opportunity to examine principles of human information processing in a well-structured visual environment while people engage in a natural cognitive task. At the same time, oculomotor measures can be used as a tool to develop and test psycholinguistic hypotheses about the processing of written language. The papers in this issue contribute to both aspects, addressing issues that dominate current debates in the field. Seen from the angle of visual information processing, a major theme is the role played by parafoveal information for different types and levels of processing and for oculomotor control in reading. This includes effects of visual and linguistic word properties on the selection of words for fixation and the specification of saccade amplitudes. Clearly the most controversial question in this context concerns the allocation of attention, with positions ranging from a sequentially moving spotlight to a gradient of spatially distributed processing. Related to this is the issue of serial vs. parallel word processing and the fundamental question as to what extent the duration of fixations in reading is related to lexical processing. Taking a psycholinguistic perspective, the topics addressed include several levels of language processing from orthography to pragmatic information in sentence reading. New approaches to the study of morphologically complex words are reported, together with novel work revealing the complex nature of the apparently accessible, but elusive, concept of word frequency. Other papers reflect current theoretical discussions centered on the development of computational models of the reading process and contribute to the empirical base of these discussions. Taken together, this collection of papers, supplemented by an introduction to the field and a commentary on major issues, presents a comprehensive and up-to-date perspective on a research area currently characterised by numerous theoretical and empirical disputes. The papers will be of particular appeal to readers interested in basic and applied psycholinguistics, attention and visual perception, motor control and the modelling of complex cognitive processes.

Investigating the Role of Test Methods in Testing Reading Comprehension
Investigating the Role of Test Methods in Testing Reading Comprehension

Author: Jufang Kong

Publisher: Springer

Published: 2019-03-27

Total Pages: 212

ISBN-13: 9811370214

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This book explores the construct of reading comprehension by means of two main test methods. Research methods like the think aloud protocol and eye tracking are employed to tap into test-takers’ cognitive processes while engaged in input text meaning building, and in test tasks. The book is the first systematic attempt to explore test-takers’ cognitive processes through the control of test methods, and presents findings in visualized form including processing route maps and eye fixation heat maps. It offers readers essential support with “digging into” and analyzing data that has to date remained difficult to access.

Monitoring Eye Movements to Measure Reading Behavior and Instructional Effects
Monitoring Eye Movements to Measure Reading Behavior and Instructional Effects

Author: Tori Ella Foster

Publisher:

Published: 2016

Total Pages: 260

ISBN-13:

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Recent developments in eye movement recording have led to its increased use in research with previously "hard-to-track" individuals, including young children. In addition, in light of its unique potential for capturing concurrent behaviors and mechanisms underlying the reading process, reading researchers have demonstrated increased interest in using the technology to investigate reading skill development and instructional effects. However, due to its newness in the field of applied reading research, the use of eye-tracking methodology is certainly not without its limitations, and substantial gaps remain within the existing scientific literature. The first study in this dissertation examined the technical adequacy (i.e., test-retest reliability, alternate-form reliability, and concurrent criterion-related validity) of recently utilized eye movement measures among 175 second-grade students. The second study investigated the influences of age and word frequency on eye movement patterns exhibited by 72 unskilled readers (36 adult literacy learners and 36 students in Grades 2-5 matched on broad achievement level) during 4 consecutive rereadings of the same text. Taken together, results from both empirical studies affirm the link between students' eye movements during reading and their level of reading skills (e.g., broad reading achievement, as measured by more traditional assessment tasks) and extend upon and clarify previous eye movement research with adults and children.