The influence of syntactic expectations on reading comprehension is malleable and strategic: An eye-tracking study of English dative alternation.

2019 ◽  
Vol 73 (3) ◽  
pp. 179-192
Author(s):  
Emma Bridgwater ◽  
Aki-Juhani Kyröläinen ◽  
Victor Kuperman
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Dative Alternation

scholarly journals Using Eye-Tracking Measures to Predict Reading Comprehension

2021 ◽  
Author(s):  
Diane Caroline Meziere ◽  
Lili Yu ◽  
Erik Reichle ◽  
Titus von der Malsburg ◽  
Genevieve McArthur
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Cognitive Skills ◽  
Common Good ◽  
Sentence Comprehension ◽  
Reading Speed ◽  
Task Demands ◽  
Wide Range ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Research on reading comprehension assessments suggests that they measure overlapping but not identical cognitive skills. In this paper, we examined the potential of eye-tracking as a tool for assessing reading comprehension. We administered three widely-used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment for Reading Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions. In the Gray Oral Reading Test (GORT-5), participants were given passages of text to read aloud, followed by comprehension questions. In the sentence comprehension subtest of the Wide Range Achievement Test (WRAT-4), participants were given sentences with a missing word to read silently, and had to provide the missing word (i.e., a cloze task). Results from linear models predicting comprehension scores from eye-tracking measures yielded different patterns of results between the three tests. Models with eye-tracking measures always explained significantly more variance compared to baseline models with only reading speed, with R-squared 4 times higher for the YARC, 3 times for the GORT, and 1.3 times for the WRAT. Importantly, despite some similarities between the tests, no common good predictor of comprehension could be identified across the tests. Overall, the results suggest that reading comprehension tests do not measure the same cognitive skills to the same extent, and that participants adapted their reading strategies to the tests’ varying task demands. Finally, this study suggests that eye-tracking may provide a useful alternative for measuring reading comprehension.

scholarly journals How teachers interpret displays of students’ gaze in reading comprehension assignments

2021 ◽  
Vol 9 (4) ◽  
pp. 116-140
Author(s):  
Carolien A. N. Knoop-van Campen ◽  
Ellen Kok ◽  
Roos Van Doornik ◽  
Pam De Vries ◽  
Marleen Immink ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Secondary Education ◽  
Eye Tracking ◽  
Reading Instruction ◽  
Educational Practice ◽  
Reading Processes ◽  
The Gaze ◽  
Potential Applications ◽  
Technological Developments ◽  
Innovative Tool

Reading comprehension is a central skill in secondary education. To be able to provide adaptive instruction, teachers need to be able to accurately estimate students’ reading comprehension. However, they tend to experience difficulties doing so. Eye tracking can uncover these reading processes by visualizing what a student looked at, in what order, and for how long, in a gaze display. The question is, however, whether teachers could interpret such displays. We, therefore, examined how teachers interpret gaze displays and perceived their potential use in education to foster tailored support for reading comprehension. Sixty teachers in secondary education were presented with three static gaze displays of students performing a reading comprehension task. Teachers were asked to report how they interpreted these gaze displays and what they considered to be the promises and pitfalls of gaze displays for education. Teachers interpreted in particular reading strategies in the gaze displays quite well, and also interpreted the displays as reflecting other concepts, such as motivation and concentration. Results showed that teachers’ interpretations of the gaze displays were generally consistent across teachers and that teachers discriminated well between displays of different strategies. Teachers were generally positive about potential applications in educational practice. This study provides first insights into how teachers experience the utility of gaze displays as an innovative tool to support reading instruction, which is timely as rapid technological developments already enable eye tracking through webcams on regular laptops. Thus, using gaze displays in an educational setting seems to be an increasingly feasible scenario.

YOUNG LEARNERS’ PROCESSING OF MULTIMODAL INPUT AND ITS IMPACT ON READING COMPREHENSION: AN EYE-TRACKING STUDY – CORRIGENDUM

2020 ◽  
Vol 42 (3) ◽  
pp. 665-665 ◽  
Author(s):  
Ana Pellicer-Sánchez ◽  
Elsa Tragant ◽  
Kathy Conklin ◽  
Michael Rodgers ◽  
Raquel Serrano ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Young Learners

scholarly journals Reading Comprehension and Eye-Tracking in College Students: Comparison between Low- and Middle-Skilled Readers

Psychology ◽  
2018 ◽  
Vol 09 (15) ◽  
pp. 2972-2983
Author(s):  
Alicia Abundis-Gutiérrez ◽  
Víctor Hugo González-Becerra ◽  
Jahaziel Molina del Río ◽  
Mónica Almeida López ◽  
Anaid Amira Villegas Ramírez ◽  
...  
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Eye Tracking ◽  
Skilled Readers

scholarly journals An Intelligent System to Improve Vocabulary and Reading Comprehension using Eye Tracking and Artificial Intelligence

2021 ◽  
Author(s):  
Harrisson Li ◽  
Evan Gunnell ◽  
Yu Sun
Keyword(s):  
Artificial Intelligence ◽  
Reading Comprehension ◽  
Eye Tracking ◽  
Conventional Method ◽  
Intelligent System ◽  
Image Feature ◽  
Feature Search ◽  
Vocabulary Skills ◽  
Tracking Device

When reading, many people frequently come across words they struggle with, and so they approach an online dictionary to help them define the word and better comprehend it. However, this conventional method of defining unknown vocabulary seems to be inefficient and ineffective, particularly for individuals who easily get distracted. Therefore, we asked ourselves: “how we could develop an application such that it will simultaneously aim to help define difficult words and improve users’ vocabulary while also minimizing distraction?”. In response to that question, this paper will go in depth about an application we created, utilizing an eye-tracking device, to assist users in defining words, and enhance their vocabulary skills. Moreover, it includes supplemental materials such as an image feature, “search” button, and generation report to better support users' vocabulary.

Eye Tracking Measures for Studying Language Comprehension Deficits in Aphasia: A Systematic Search and Scoping Review

2021 ◽  
pp. 1-15
Author(s):  
Saryu Sharma ◽  
Hana Kim ◽  
Havan Harris ◽  
Amanda Haberstroh ◽  
Heather Harris Wright ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Eye Movement ◽  
Scoping Review ◽  
Language Comprehension ◽  
Full Text ◽  
Grey Literature ◽  
Auditory Comprehension ◽  
Screening Process ◽  
Full Text Screening

Aim The aim of this scoping review is to identify the eye tracking paradigms and eye movement measures used to investigate auditory and reading comprehension deficits in persons with aphasia (PWA). Method MEDLINE via PubMed, Cochrane, CINAHL, Embase, PsycINFO, OTseeker, Scopus, Google Scholar, Grey Literature Database, and ProQuest Search (Dissertations & Theses) were searched for relevant studies. The Covidence software was used to manage the initial and full-text screening process for the search. Results and Discussion From a total of 1,803 studies, 68 studies were included for full-text screening. In addition, 418 records from gray literature were also screened. After full-text screening, 16 studies were included for this review—12 studies for auditory comprehension in PWA and four studies for reading comprehension in PWA. The review highlights the use of common eye tracking paradigms used to study language comprehension in PWA. We also discusse eye movement measures and how they help in assessing auditory and reading comprehension. Methodological challenges of using eye tracking are discussed. Conclusion The studies summarized in this scoping review provide evidence that the eye tracking methods are beneficial for studying auditory and reading comprehension in PWA.

Reading comprehension based on visualization of eye tracking and EEG data

2020 ◽  
Vol 63 (11) ◽  
Author(s):  
Shiwei Cheng ◽  
Yilin Hu ◽  
Jing Fan ◽  
Qianjing Wei
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Eeg Data
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