Children’s visual attention characteristics reveal the level of information picture book reading comprehension

The information picture book, as a very significant type among picture books, has made early childhood educators and parents always feel difficult for the children to understand due to its language expression, content presentation and the connection with children’s life experience. This study has focused on the eye movement level of Chinese children’s reading comprehension of information picture books through an eye-tracking study, exploring the visual attention characteristics of Chinese children’s reading comprehension, understanding the modes and characteristics of children’s endogenous comprehension through their eye movement characteristics. The research mainly answers the following three questions: What do we know about the visual perception of key images in information picture books among children aged 3–5 years? Do children with different levels of reading comprehension have different levels of visual attention characteristics? Is there a correlation between the results of eye movement analysis and the characteristics of children’s cognitive science and understanding? Based on a randomized sample of 90 children aged 3–5 years from Xi’an, Shaanxi Province of China, we used an eye movement instrument to record children’s eye movement routes when they were reading a selected typical information picture book, and then analyzed the visual attention characteristics of them. Results have shown that there is a high correlation between children’s level of cognitive characteristics of scientific phenomena and understanding phenomena, and children’s visual cognitive level of key images.

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How do we inspire children to learn with e-readers?

Library Hi Tech ◽

10.1108/lht-04-2015-0038 ◽

2015 ◽

Vol 33 (4) ◽

pp. 584-596 ◽

Cited By ~ 6

Author(s):

Kuo-Lun Hsiao ◽

Chia-Chen Chen

Keyword(s):

Gender Differences ◽

Reading Comprehension ◽

Mobile Learning ◽

Self Efficacy ◽

Third Grade ◽

Book Reading ◽

Reading Group ◽

Content Type ◽

Children's Reading ◽

Children’S Reading

Purpose – Mobile handheld e-readers, such as the iPad and Kindle, have gained increased attention in schools and are becoming useful as a tool to attract students to learn and read. Although the benefits of mobile learning are clear, few studies have delved into the specific factors impacting the adoption and use of e-readers among elementary students. Moreover, the question of whether learning with e-readers can enhance reading comprehension remains unanswered. Given these facts, the study has a dual purpose. In order to explore the above-mentioned factors, the authors base the proposed research model on the task-technology fit (TTF) and self-efficacy theories, along with the technology acceptance model. Second, the authors examine the relationship between reading with e-readers and reading comprehension. The paper aims to discuss these issues. Design/methodology/approach – A sample of 60 third grade children participated in the study. The reading material used in this research was an e-book edition of the Chinese printed storybook Missing Grandmother. The causal model was validated using SmartPLS 2.0. In addition, this research used the SPSS statistical software package (SPSS for Windows, 17.0) to conduct a t-test and analysis of variance with a confidence level of 95 percent. Findings – All eight study hypotheses were supported. The results indicate that TTF and mobile learning self-efficacy have the most significant influence on intention to learn with e-readers. The authors also found that children’s reading comprehension is enhanced in an e-book reading group. The analysis revealed no gender differences in reading comprehension. Originality/value – This study explored factors which increase children’s intention to learn with e-readers. The proposed model helps the authors to understand the influence of mobile learning self-efficacy, perceived usefulness, perceived ease of use, and TTF on this intention. The authors also compared e-books and p-books in regards to usability and found that e-book reading can improve third grade children’s reading comprehension. The authors found no gender differences in either the p-book reading group or the e-book reading group.

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Exploring the development of early reading literacy and story narrative among young children

Journal of Chinese Writing Systems ◽

10.1177/25138502211020131 ◽

2021 ◽

Vol 5 (3) ◽

pp. 195-204

Author(s):

Chuanjiang Li ◽

Zhaojing Ma ◽

Xinmei Xi

Keyword(s):

Young Children ◽

Picture Book ◽

Early Reading ◽

Book Reading ◽

Reading Literacy ◽

Reading Behavior ◽

Narrative Skills ◽

Children's Reading ◽

Picture Book Reading ◽

Children’S Reading

While numerous studies have examined the development of reading literacy and language skills of older primary and middle school-aged children, comparably little research focuses on those of younger children. The present study investigates the links between early reading literacy – including reading behavior, comprehension, and engagement–and narrative skills among children aged from 3 to 6. Eighty-five children participated in a picture book reading activity and a storytelling task. Their early reading literacy was rated during a child-led picture book reading, and their narrative skills were scored using the Edmonton Narrative Norms Instrument. Although the children’s development varied greatly in three early reading literacy sub-dimensions, we found a significant developmental tendency and a correlated relationship between early reading literacy and narrative skills among young children. The preschool children’s reading initially focused on pictures and gradually transferred to print as their age increased. Moreover, their reading behavior, comprehension and engagement had a predictive effect on narrative structure and linguistic development. This study suggests that school-based practices for early reading instruction should focus on children’s reading literacy and narrative skills in the future.

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