Reframing and Repositioning College Readers’ Assumptions About Reading Through Eye Movement Miscue Analysis

2019 ◽  
Vol 63 (5) ◽  
pp. 519-528
Author(s):  
Heather D. Porter ◽  
Koomi Kim ◽  
Judith K. Franzak ◽  
Katherine MacDonald
Keyword(s):  
Eye Movement ◽  
Miscue Analysis ◽  
College Readers

Examining a Reader’s Meaning-Making Process of Picture Books Using Eye Movement Miscue Analysis

2017 ◽  
Vol 66 (1) ◽  
pp. 248-263 ◽  
Author(s):  
Maria Perpetua Socorro U. Liwanag ◽  
Prisca Martens ◽  
Ray Martens ◽  
Christina Yeager Pelatti
Keyword(s):  
Eye Movement ◽  
Picture Books ◽  
Meaning Making ◽  
Miscue Analysis ◽  
Teaching Reading ◽  
Pictorial Cues

The goal of this case study was to examine a second grader’s reading of picture books using eye movement miscue analysis as a method to further understand reading as a meaning-making process. Two picture books with different relationships (e.g., enhanced and counterpoint) were selected because they elicit varied ways of presenting meaning and thus provide a unique opportunity to study reading. Findings from this case study highlight that reading is more than the eyes moving sequentially from word to word while the reader actively constructs meaning. Reading picture books demands an expanded repertoire of strategies since only looking at multimodal signs, such as written and pictorial cues, that are available when reading is not sufficient to ensure full comprehension of picture books. Implications for teaching reading and understanding multimodality in learning are addressed.

Understanding Manifestations of Reading through Eye Movement Miscue Analysis

2020 ◽  
pp. 51-60
Author(s):  
Maria Perpetua Socorro U. Liwanag ◽  
Koomi J. Kim ◽  
Shannon Tucker ◽  
Nicole Harrison
Keyword(s):  
Eye Movement ◽  
Miscue Analysis

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

Wie werden Verbesserungen nach Typ-II-Traumata infolge unterschiedlicher traumabearbeitender Interventionen eingeschätzt?

2012 ◽  
Vol 41 (1) ◽  
pp. 30-37 ◽  
Author(s):  
Sören Kliem* ◽  
Christoph Kröger* ◽  
Nico Bayat Sarmadi ◽  
Joachim Kosfelder
Keyword(s):  
Eye Movement

Zusammenfassung. Theoretischer Hintergrund: Bei der Behandlung der posttraumatischen Belastungsstörung (PTBS) nach einem Typ-II-Trauma werden im klinischen Alltag gegenwärtig unterschiedliche traumabearbeitende Interventionen eingesetzt. Fragestellung: Wie werden die Verbesserungen in verschiedenen Symptombereichen (plötzliches Wiedererleben, Vermeidung, Übererregung, Dissoziation und zusätzliche Symptomatik) in Abhängigkeit von dem Einsatz unterschiedlicher traumabearbeitender Interventionen von den Behandlern retrospektiv eingeschätzt? Methode: Aus einer Umfrage unter Psychologischen Psychotherapeuten (N = 272) wurden die Fälle ausgewählt, bei denen die Therapeuten (1) ein Ereignis nannten, das einem Typ-II-Trauma zugeordnet werden konnte, und (2) angaben, traumabearbeitende Interventionen gemäß der traumafokussierenden, kognitiven Verhaltenstherapie (TF-KVT), der Methode des Eye Movement Desensitization and Reprocessing (EMDR-Methode) oder der Psychodynamisch-imaginativen Traumatherapie (PITT) durchgeführt zu haben (n = 37). Außerdem beurteilten die Therapeuten retrospektiv die Verbesserungen in den Symptombereichen zu Therapieende. Ergebnisse: Über 40% der Therapeuten gaben an, die Vorstellungsübungen bzw. Bearbeitung des Täter Introjekts gemäß der PITT eingesetzt zu haben, gefolgt von den traumabearbeitenden Interventionen der TF KVT (35.1%) und der EMDR Methode (21.6%). Die Therapeuten, die Interventionen eines der beiden zuletzt genannten Verfahren einsetzten, schätzten die Verbesserungen in den verschiedenen Symptombereichen höher ein als diejenigen, die angaben, eine Intervention gemäß der PITT durchgeführt zu haben. Schlussfolgerungen: Die retrospektiven Einschätzungen der Verbesserungen durch die Therapeuten stehen im Einklang mit den Empfehlungen der Behandlungsleitlinien zur PTBS.

Age Differences in Eye Movements During Reading: Degenerative Problems or Compensatory Strategy?

2019 ◽  
Vol 24 (4) ◽  
pp. 297-311
Author(s):  
José David Moreno ◽  
José A. León ◽  
Lorena A. M. Arnal ◽  
Juan Botella
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Meta Analysis ◽  
Age Groups ◽  
Behavioral Changes ◽  
Aging Effects ◽  
Movement Data ◽  
Sentence Reading ◽  
The Difference ◽  
Eye Movements During Reading

Abstract. We report the results of a meta-analysis of 22 experiments comparing the eye movement data obtained from young ( Mage = 21 years) and old ( Mage = 73 years) readers. The data included six eye movement measures (mean gaze duration, mean fixation duration, total sentence reading time, mean number of fixations, mean number of regressions, and mean length of progressive saccade eye movements). Estimates were obtained of the typified mean difference, d, between the age groups in all six measures. The results showed positive combined effect size estimates in favor of the young adult group (between 0.54 and 3.66 in all measures), although the difference for the mean number of fixations was not significant. Young adults make in a systematic way, shorter gazes, fewer regressions, and shorter saccadic movements during reading than older adults, and they also read faster. The meta-analysis results confirm statistically the most common patterns observed in previous research; therefore, eye movements seem to be a useful tool to measure behavioral changes due to the aging process. Moreover, these results do not allow us to discard either of the two main hypotheses assessed for explaining the observed aging effects, namely neural degenerative problems and the adoption of compensatory strategies.

Sign in / Sign up

Export Citation Format

Share Document