Third graders' strategy use and accuracy on an expository text: an exploratory study using eye movements

2021 ◽  
Author(s):  
Kathryn A. Tremblay ◽  
Katherine S. Binder ◽  
Scott P. Ardoin ◽  
Amani Talwar ◽  
Elizabeth L. Tighe
Keyword(s):  
Eye Movements ◽  
Exploratory Study ◽  
Expository Text ◽  
Third Graders ◽  
Strategy Use

Eye-Movement Patterns of Readers With Down Syndrome During Sentence-Processing: An Exploratory Study

2010 ◽  
Vol 115 (3) ◽  
pp. 193-206 ◽  
Author(s):  
Cheryl Frenck-Mestre ◽  
Nathalie Zardan ◽  
Annie Colas ◽  
Alain Ghio
Keyword(s):  
Down Syndrome ◽  
Eye Movements ◽  
Sentence Processing ◽  
Exploratory Study ◽  
Matched Control ◽  
Reading Level ◽  
Control Group ◽  
Future Studies ◽  
Complex Sentences ◽  
Simple Sentences

Abstract Eye movements were examined to determine how readers with Down syndrome process sentences online. Participants were 9 individuals with Down syndrome ranging in reading level from Grades 1 to 3 and a reading-level-matched control group. For syntactically simple sentences, the pattern of reading times was similar for the two groups, with longer reading times found at sentence end. This “wrap-up” effect was also found in the first reading of more complex sentences for the control group, whereas it only emerged later for the readers with Down syndrome. Our results provide evidence that eye movements can be used to investigate reading in individuals with Down syndrome and underline the need for future studies.

scholarly journals Interaction between image and text during the process of biblical art reception

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Gregor Hardiess ◽  
Caecilie Weissert
Keyword(s):  
Eye Movements ◽  
New Testament ◽  
Exploratory Study ◽  
Empirical Knowledge ◽  
Text And Image ◽  
Religious Background ◽  
The Reformation ◽  
Scanning Behavior ◽  
Biblical Figures

In our exploratory study, we ask how naive observers, without a distinct religious background, approach biblical art that combines image and text. For this purpose, we choose the book ‘New biblical figures of the Old and New Testament’ published in 1569 as source of the stimuli. This book belongs to the genre of illustrated Bibles, which were very popular during the Reformation. Since there is no empirical knowledge regarding the interaction between image and text during the process of such biblical art reception, we selected four relevant images from the book and measured the eye movements of participants in order to characterize and quantify their scanning behavior related to such stimuli in terms of i) looking at text (text usage), ii) text vs. image interaction measures (semantic or contextual relevance of text), and iii) narration. We show that texts capture attention early in the process of inspection and that text and image interact. Moreover, semantics of texts are used to guide eye movements later through the image, supporting the formation of the narrative.

scholarly journals Understanding refusal style and pragmatic competence of teenage Cantonese English learners in refusals: An exploratory study

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Cynthia Lee
Keyword(s):  
Mandarin Chinese ◽  
English Learners ◽  
Exploratory Study ◽  
Age Groups ◽  
Strategy Use ◽  
Pragmatic Competence ◽  
Single Strategy ◽  
The Difference ◽  
Chinese English Learners ◽  
Specific Reason

AbstractThe paper investigates the refusal style of teenage Cantonese learners of English in terms of strategy use, pattern, order, and content of refusals’ semantic formulae quantitatively and qualitatively, and discusses learners’ pragmatic competence and refusal style with reference to that of adult native Mandarin Chinese (L1) speakers and Chinese English learners reported in the literature. One hundred fifty-six Cantonese English learners aged between 14 and 18, studying in Form 2, Form 4, and Form 6, participated in the study. Refusals to requests were collected using five closed role plays in which sociolinguistic variables were controlled. It was found that three indirect refusal patterns were generally used by the three age groups across situations, with the strategy of giving a specific reason being dominant. Only the difference in use of single strategy was statistically significant (

Level of Aspiration, Locus of Control and N-Achievement in Retardates and Normal Children

1970 ◽  
Vol 27 (2) ◽  
pp. 551-557 ◽  
Author(s):  
Wolfgang W. Riedel ◽  
Norman A. Milgram
Keyword(s):  
Locus Of Control ◽  
Exploratory Study ◽  
Control Level ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Third Graders ◽  
Normal Children ◽  
Developmental Progression ◽  
Level Of Aspiration

An exploratory study compared 49 educable retardates with 20 third and 19 sixth grade normal children on measures of locus of control, level of aspiration, and n-Achievement. The results were consistent with a developmental progression, sixth graders scoring more internal in locus of control and more realistic in level of aspiration than third graders. The retardates who were chronologically older than the sixth graders tended to resemble third graders on these various measures.

scholarly journals Intern Self-Care: An Exploratory Study Into Strategy Use and Effectiveness.

2005 ◽  
Vol 36 (6) ◽  
pp. 674-680 ◽  
Author(s):  
Joseph A. Turner ◽  
Lisa M. Edwards ◽  
Iverson M. Eicken ◽  
Kayoko Yokoyama ◽  
Jennifer R. Castro ◽  
...  
Keyword(s):  
Exploratory Study ◽  
Self Care ◽  
Strategy Use

scholarly journals Gender-Based Performance in Mathematical Facts and Calculations in Two Elementary School Samples From Chile and Spain: An Exploratory Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Violeta Pina ◽  
Diana Martella ◽  
Salvador Chacón-Moscoso ◽  
Mahia Saracostti ◽  
Javier Fenollar-Cortés
Keyword(s):  
Gender Differences ◽  
Exploratory Study ◽  
Third Graders ◽  
Female Students ◽  
Male Students ◽  
International Studies ◽  
Mathematical Performance ◽  
Significant Difference ◽  
Calculation Skills ◽  
Gender Based

Gender differences in mathematical performance are not conclusive according to the scientific literature, although such differences are supported by international studies such as the Trends in International Mathematics and Science Study (TIMSS). According to TIMSS 2019, fourth-grade male students outperformed female students in Spanish-speaking countries, among others. This work approaches the study on gender difference by examining the basic calculation skills needed to handle more complex problems. Two international samples of second and third graders from Chile and Spain were selected for this exploratory study. Tests on basic mathematical knowledge (symbolic and non-symbolic magnitude comparisons, fluency, and calculation) were administered. The tests did not show significant difference or size effect between genders for mean performance, variance in the distribution of performance, or percentiles. As noted in the existing literature on this topic and reiterated by these findings, great care should be exercised when reporting on possible gender differences in mathematical performance, as these can contribute to low self-concept among female students.

scholarly journals Η σχέση ακουστικής και αναγνωστικής κατανόησης σε διάφορα κειμενικά είδη σε μαθητές δημοτικού σχολείου

2016 ◽  
Vol 4 (1) ◽  
pp. 101
Author(s):  
Athanasios Aidinis ◽  
Evaggelia Daoula
Keyword(s):  
Reading Comprehension ◽  
Expository Text ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Third Graders ◽  
Question Type ◽  
Expository Texts ◽  
Authentic Texts ◽  
Text Type ◽  
Comprehension Skills

The relationship between oral and reading comprehension has been studied by a number of studies and it has been found, especially in adult research, that there are significant and high correlations between the two types of comprehension. The aim of the present study was to examine oral and reading comprehension skills in relation to text type, either narrative or not. 136 children participated in the study from third and sixth grade of primary school. For different authentic texts were used to measure comprehension, three narrative and three non narrative. On of the narrative and on of the expository texts was given to both third and sixth grade children whereas on narrative and on expository text was given only to third graders and one narrative and one expository text was given only to sixth graders. All the children were examined in two narrative and two expository texts either in oral or reading comprehension. Children had to answer into 8 questions, 2 of them required information that could be found in a part of the text, three of them required bridging inferences and three of them required elaboration inferences. Results showed that differences between oral and reading comprehension are not constant and they depend on text type and question type. Keywords: reading comprehension, oral comprehension, narrative, expository text, inferences.

scholarly journals Reading Text When Studying in a Second Language: An Eye-Tracking Study

2020 ◽  
Author(s):  
Nicolas Dirix ◽  
Heleen Vander Beken ◽  
Ellen De Bruyne ◽  
Marc Brysbaert ◽  
Wouter Duyck
Keyword(s):  
Second Language ◽  
Eye Movements ◽  
Test Scores ◽  
Expository Text ◽  
Additional Time ◽  
Study Condition ◽  
Reading Condition ◽  
Reading Text ◽  
L1 And L2 ◽  
True False

We investigated how eye movements are influenced by different reading goals in participants' first (L1) and second language (L2). Participants read or studied the contents of texts while their eye movements were recorded. One group was asked to read L1 and L2 texts as they would read any expository text (informational reading). Another group was asked to study L1 and L2 texts for subsequent tests involving true/false questions (study condition). After reading, all participants, including those in the informational reading condition, completed the true/false tests without being able to further consult the texts, which allowed us to investigate the extent to which reading goal and text language affect recognition memory for texts. In general, more reading time was spent on studying than on informational reading, which also resulted in higher test scores in the study condition. The L2-processing cost was larger in the study condition than in the informational reading condition: Participants needed approximately 20% more time to study L2 texts. The results of various eye movement measures suggest that this is caused by slower word recognition processes and a smaller amount of information that can be processed simultaneously in L2. This was true not only for the first reading of the text but also for the rereadings in the study condition. Interestingly, the additional time for L2 studying seemed to compensate for the less efficient processing, as the recognition test scores were the same in L2 as in L1.

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