Do readers adjust their lower‐ and higher‐level language skills according to text structures? Evidence from eye movements in Chinese text reading

2020 ◽  
Vol 43 (2) ◽  
pp. 180-200
Author(s):  
MingLei Chen ◽  
ChiaHsing Chen
Keyword(s):  
Eye Movements ◽  
Chinese Text ◽  
Language Skills ◽  
Text Structures ◽  
Text Reading

The DUT task: A novel experimental paradigm to investigate the variability of eye movements in whole-text reading for meaning

2018 ◽  
Vol 4 (2) ◽  
pp. 124-143
Author(s):  
Tobias Alf Kroll ◽  
A. Alexandre Trindade ◽  
Amber Asikis ◽  
Melissa Salas ◽  
Marcy Lau ◽  
...  
Keyword(s):  
Eye Movements ◽  
Experimental Paradigm ◽  
Text Reading

Comprehension of Reading Content Using Skimming Techniques to Improve Comprehension of Narrative Text Reading Content in Elementary School Students

Academia Open ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Shovana Aulia Paramitha ◽  
Kemil Wachidah
Keyword(s):  
Eye Movements ◽  
Literature Review ◽  
Elementary Students ◽  
Elementary School Students ◽  
Research Method ◽  
Narrative Text ◽  
Good Effect ◽  
School Students ◽  
Text Reading ◽  
The Right

This study aims to determine the effect of using skimming techniques and describe the use of skimming techniques in understanding the reading content of elementary students. This study uses the System Literature Review (SLR) research method. From the results of several studies that have been successfully reviewed, it shows that the use of skimming techniques in understanding reading content is the right technique to use in understanding reading content because skimming techniques can increase students' knowledge of reading more. The use of skimming techniques can be done in the first way, having questions to look for, reading book titles and subtitles, reading with rapid eye movements, understanding sentences in the reading, then being able to draw conclusions. Based on the analysis that has been done, it can be concluded that the use of skimming techniques has a very good effect on students 'reading comprehension and can be an alternative or method to help improve reading content comprehension and broaden students' knowledge.

scholarly journals Incremental comprehension of pitch relationships in written music: Evidence from eye movements

2018 ◽  
Vol 71 (1) ◽  
pp. 211-219 ◽  
Author(s):  
Lauren V Hadley ◽  
Patrick Sturt ◽  
Tuomas Eerola ◽  
Martin J Pickering
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Sight Reading ◽  
Harmonic Structure ◽  
Movement Behaviour ◽  
Prior Context ◽  
Concurrent Performance ◽  
Text Reading ◽  
Processing Difficulty ◽  
Structural Processing

To investigate how proficient pianists comprehend pitch relationships in written music when they first encounter it, we conducted two experiments in which proficient pianists’ eyes were tracked while they read and played single-line melodies. In Experiment 1, participants played at their own speed; in Experiment 2, they played with an external metronome. The melodies were either congruent or anomalous, with the anomaly involving one bar being shifted in pitch to alter the implied harmonic structure (e.g. non-resolution of a dominant). In both experiments, anomaly led to rapid disruption in participants’ eye movements in terms of regressions from the target bar, indicating that pianists process written pitch relationships online. This is particularly striking because in musical sight-reading, eye movement behaviour is constrained by the concurrent performance. Both experiments also showed that anomaly induced pupil dilation. Together, these results indicate that proficient pianists rapidly integrate the music that they read into the prior context and that anomalies in terms of pitch relationships lead to processing difficulty. These findings parallel those of text reading, suggesting that structural processing involves similar constraints across domains.

scholarly journals Does visual attention span relate to eye movements during reading and copying?

2013 ◽  
Vol 38 (1) ◽  
pp. 81-85 ◽  
Author(s):  
Marie-Line Bosse ◽  
Sonia Kandel ◽  
Chloé Prado ◽  
Sylviane Valdois
Keyword(s):  
Regression Analysis ◽  
Eye Movements ◽  
Visual Attention ◽  
Reading Skills ◽  
Attention Span ◽  
Text Reading ◽  
Eye Movements During Reading

This research investigated whether text reading and copying involve visual attention-processing skills. Children in grades 3 and 5 read and copied the same text. We measured eye movements while reading and the number of gaze lifts (GL) during copying. The children were also administered letter report tasks that constitute an estimation of the number of letters that are processed simultaneously. The tasks were designed to assess visual attention span abilities (VA). The results for both grades revealed that the children who reported more letters, i.e., processed more consonants in parallel, produced fewer rightward fixations during text reading suggesting they could process more letters at each fixation. They also copied more letters per gaze lift from the same text. Furthermore, a regression analysis showed that VA span predicted variations in copying independently of the influence of reading skills. The findings support a role of VA span abilities in the early extraction of orthographic information, for both reading and copying tasks.

scholarly journals PENERAPAN MODEL KOOPERATIF DRTA DALAM MEMBACA PEMAHAMAN TEKS EKSPLANASI

2018 ◽  
Vol 15 (1) ◽  
pp. 63
Author(s):  
Nantje Harijatiwidjaja
Keyword(s):  
Language Skills ◽  
Reading Skill ◽  
Seventh Grade ◽  
School Year ◽  
Comprehension Ability ◽  
Good Reading ◽  
Text Reading ◽  
Written Test ◽  
The Right ◽  
Reading Comprehension Ability

Reading is one of language skills. To gain a good reading skill needs the right method.The problem of this research was improving Seventh Grade Students of SMP TerbukaFirdaus Bandung skill in comprehending explanation text by using Directed ReadingThinking Activity (DRTA) Cooperative Method. It aims at improving students’ skill incomprehending explanation text reading by using DRTA Cooperative Method. In thisresearch, the approaches used were quantitative and qualitative with classroom actionresearch as the research method. The population was 21 seventh grade students, firstsemester of 2016/2017 school year. The instrument for collecting data were done throughobservation and written test. The observation was conducted to collect data about thepreparation and application of DRTA Cooperative Method, while written test wasused to discover the ability of students in understanding explanation text. The result ofthis research was that the application of DRTA Cooperative Method can improve thestudents’ reading comprehension ability of explanation text in seventh grade classroomof SMP Terbuka Firdaus, Bandung. AbstrakMembaca merupakan salah satu keterampilan berbahasa. Untuk memperoleh kemampuanmembaca yang baik, diperlukan suatu metode yang tepat. Masalah penelitian ini adalahpeningkatan kemampuan siswa kelas VII SMP Terbuka Firdaus, Bandung dalam membacapemahaman teks ekplanasi melalui model kooperatif Directed Reading Thinking-Activity(DRTA). Tujuan yang diharapkan adalah meningkatkan kemampuan siswa dalam membacapemahaman teks ekplanasi melalui model kooperatif DRTA. Dalam penelitian ini digunakanpendekatan kuantitatif dan kualitatif dengan metode penelitian tindakan kelas. Populasiberjumlah 21 orang siswa kelas VII, Semester 1, Tahun Pelajaran 2016/2017. Instrumenpengumpulan data melalui observasi dan tes tertulis. Observasi dilakukan untuk memperoleh data tentang persiapan dan pelaksanaan penggunaan metode kooperatif DRTA, sedangkan tes tertulis digunakan untuk mengetahui kemampuan siswa dalam memahami wacana eksplanasi. Hasil penelitian ini adalah penerapan model kooperatif DRTA dapat meningkatkan kemampuan membaca pemahaman teks eksplanasi di kelas VII SMP Terbuka Firdaus, Bandung.

Does Extra Interletter Spacing Help Text Reading in Skilled Adult Readers?

2016 ◽  
Vol 19 ◽  
Author(s):  
Manuel Perea ◽  
Lourdes Giner ◽  
Ana Marcet ◽  
Pablo Gomez
Keyword(s):  
Eye Movements ◽  
Word Recognition ◽  
Present Experiment ◽  
Reading Test ◽  
Adult Readers ◽  
Subject Design ◽  
Fixation Durations ◽  
Facilitative Role ◽  
Text Reading ◽  
Standardized Reading Test

AbstractA number of experiments have shown that, in skilled adult readers, a small increase in interletter spacing speeds up the process of visual word recognition relative to the default settings (i.e., judge faster than judge). The goal of the present experiment was to examine whether this effect can be generalized to a more ecological scenario: text reading. Each participant read two stories (367 words each) taken from a standardized reading test. The stories were presented with the standard interletter spacing or with a small increase in interletter spacing (+1.2 points to default) in a within-subject design. An eyetracker was used to register the participants’ eye movements. Comprehension scores were also examined. Results showed that, on average, fixation durations were shorter while reading the text with extra spacing than while reading the text with the default settings (237 vs. 245 ms, respectively; η2 =. 41, p = .01). However, the number of fixations (while nonsignificant) was slightly higher in the text with extra spacing than in the text with the default spacing, and cancelled out the effect of interletter spacing in total reading times (F < 1). Comprehension scores were similar in the two spacing conditions (F < 1). Thus, at least for skilled adult readers, interletter spacing does not seem to play a consistently facilitative role during text reading.

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