Correlation Analysis on the Preschoolers’ Processing Capacity, Processing Speed, Story Comprehension Performance, and the Eye Movement Patterns

Park, Wonjeong; Yim, Dongsun

doi:10.15724/jslhd.2020.29.3.057

Cited by 3 publications

(1 citation statement)

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“…읽기부진 아동의 읽기 능력에 대한 특성을 다룬 많은 선행 연구 결과, 가장 보편적으로 아동이 읽기 자료를 읽고 난 후 질문을 통해 읽기이해력을 평가하였는데, 이러한 방식은 오프라인 처리 과정 (offline processing)을 평가하는 것으로, 아동이 글을 읽으면서 실 시간으로 정보를 처리하는 과정을 확인할 수 없다는 한계가 있었 다 (Kang & Yim, 2018;Kim & Hwang, 2020). 이러한 한계를 보완 하기 위해 최근에는 실시간 처리 과정(online processing)을 확인할 수 있는 시선추적기(eye-tracker)를 활용한 연구가 주목받고 있으 며, 아동의 책 읽기 활동에서 시선추적기를 활용하여 시선의 움직 임 패턴을 살펴보는 연구가 점점 다양해지는 추세이다 (Koh et al, 2010;Park & Yim, 2020;Roy-Charland, Saint-Aubin, & Evans, 2007;Sun, Loh, & Charles Roberts, 2019;Yim et al, 2019). 국내외 다수의 선행 연구에서는 숙련된 독자와 느린 독자 간 읽기 처리 과 정에 차이가 있음을 발표하였다 (Jang, Yoon, Kim, Jung, & Seo, 2021;Kang & Yim, 2018;Koh et al, 2010;Park, 2012;Rayner, 1985;Rayner, Slattery, & Bélanger, 2010).…”

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An Eye-Tracking Study on Reading Comprehension and Reading Processing in Children with Reading Difficulties according to Story Type and Processing Load

Baek¹,

Yim²

2022

Commun Sci Disord

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Objectives: This study aimed to investigate differences in reading performance between two groups of children, children with reading difficulties (RD) and typically developing children (TD), depending on story types and length of given text. To comprehensively evaluate children’s reading ability, both offline and online processing were taken into consideration, and chunking skill was measured to explore the relationship between working memory and reading comprehension. Methods: Twenty-six children (11 with RD and 15 with TD) in 3rd to 4th grade of elementary school participated in this study. Two experimental tasks were conducted: a reading comprehension task using an eye-tracker and a word list recall task. While reading the text, children’s eye movements were analyzed to identify online reading processing. After they finished reading, they were asked to answer the offline reading comprehension questions. Results: There were significant differences in reading comprehension depending on the group, the story type, and the level of processing load. For the fixation, there was an interaction effect between the group and the story type. Also, as a result of heat map analysis, the fixation of the RD group was evenly distributed throughout the texts given at low processing load. In addition, as a result of correlation analysis, there was a significant difference in patterns of using chunking skills in reading comprehension between the two groups. Conclusion: This study has a clinical implication in that it suggested that presenting reading materials concisely could be one of the ways to improve reading comprehension in the RD group.

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An Eye-Tracking Study on Reading Comprehension and Reading Processing in Children with Reading Difficulties according to Story Type and Processing Load

Baek¹,

Yim²

2022

Commun Sci Disord

Self Cite

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The Comparative Study of Narrative Comprehension in Children according to Interactive Reading Strategies with Adults

Lim,

Lee,

Lee

et al. 2024

Commun Sci Disord

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Objectives: The purpose of this study was to investigate the effect of adult’s three reading strategies, eliciting questions, non-eliciting questions, and comments, on the narrative comprehension of typically developing children (TD) compared to vocabulary delayed children (VD) in order to find out the most effective reading strategy for children’s narrative comprehension. Methods: A total of 39 TD and 14 VD children aged 4-to 6-years old were randomly placed in groups using one of three reading strategies and then given two types of narrative comprehension tasks (literal comprehension, inferential comprehension) after a storybook reading session. Results: First, for literal comprehension, the main effects were found to be statistically significant in both the VD and TD children’s groups and reading strategies. And the interaction of reading strategies between child groups was found to be statistically significant. For the literal comprehension task, eliciting questions were found to be the most effective reading strategy for TD children, whereas non-eliciting was found to be the most effective for VD children. Secondly, for the inferential comprehension task, neither the main effect nor the interaction of the reading strategies between child groups was found to be statistically significant. Conclusion: The results suggest that the three reading strategies are effective in literal comprehension in both child groups. Among three strategies, eliciting questions will be the most helpful for TD children, while non-eliciting questions will be the most helpful for VD children. The study can further provide essential information for developing book reading intervention protocols that can enhance children’s narrative comprehension.

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To What Extent Do Pictures Support Malaysian Children's Comprehension of Stories?

Sue

Thang

Wong

et al. 2022

International Journal of Computer-Assisted Language Learning and Teaching

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Many studies have been conducted on the development of young children; however, not many have explored the cognitive processes of prereaders. The eye-tracker has been used with success to investigate the cognitive processes of young children abroad, but such studies are lacking in Malaysia. This study used an experimental procedure created with eye-tracking technology on 22 prereaders (aged 5 to 6) in a Malaysian kindergarten. The prereaders were exposed to four conditions: (1) listening to narration and viewing a congruent picture with text, (2) listening to narration and viewing an incongruent picture with text, (3) viewing a picture with text without narration, and (4) listening to narration and viewing a text. The main objective of this project is to test which content of pictures helps the students understand the narration and the text, and how they use visual attention to build a better understanding. The findings revealed that children strongly preferred pictures to texts, but when the narration was not present, they spent more time looking at the text.

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Correlation Analysis on the Preschoolers’ Processing Capacity, Processing Speed, Story Comprehension Performance, and the Eye Movement Patterns

Cited by 3 publications

References 0 publications

An Eye-Tracking Study on Reading Comprehension and Reading Processing in Children with Reading Difficulties according to Story Type and Processing Load

An Eye-Tracking Study on Reading Comprehension and Reading Processing in Children with Reading Difficulties according to Story Type and Processing Load

The Comparative Study of Narrative Comprehension in Children according to Interactive Reading Strategies with Adults

To What Extent Do Pictures Support Malaysian Children's Comprehension of Stories?

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