“My Eyes Move Dynamically”: Inquiring into Adult English Learners’ Reading Through Retrospective Eye Movement Miscue Analysis

Wang, Yang; Arslan-Ari, Ismahan

doi:10.1002/jaal.1188

Cited by 3 publications

(1 citation statement)

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“…In reading comprehension research, think‐alouds have been particularly fruitful in providing insight into what is otherwise a largely invisible process by analyzing readers' verbal reports about their own reading (Kucan & Beck, 1997). Of particular interest for this project is the think‐aloud approach termed Retrospective Eye Movement Miscue Analysis (REMMA), which leads participants through a verbal protocol focused on an audio recording of the participant's own oral reading combined with a video of their eye movements as the stimulus for the think‐aloud (Paulson & Freeman, 2003; Wang & Arslan‐Ari, 2021). We did not collect miscues as a part of this study but adapted the REMMA method for a more general think‐aloud approach for use in this study because of REMMA's incorporation of eye‐movement data in the think‐aloud protocol.…”

Section: Methodsmentioning

confidence: 99%

Using college readers' eye movements to discuss textbook reading strategies

Paulson,

Holschuh,

Lampi

2024

J Adolescent & Adult Lit

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In order to better understand whether and how college students use certain textbook reading strategies, this project employed several important methods in concert, including a textbook reading strategy inventory that focused on frequency of strategy use, eye‐movement recordings of participants reading college textbook excerpts, and think‐aloud sessions in which participants viewed their own eye‐movement recordings and used them as a stimulus to engage in a structured retrospective think‐aloud about their own reading approach and strategies. Salient findings include participants' emerging articulations about the observable reading strategies they identified themselves implementing, discrepancies in their assumptions about their reading strategies and what they actually employed, and the sometimes surprising (to the participant) strategies they used to navigate these textbook excerpts.

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Section: Methodsmentioning

confidence: 99%

Using college readers' eye movements to discuss textbook reading strategies

Paulson,

Holschuh,

Lampi

2024

J Adolescent & Adult Lit

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Reading alphabetic and nonalphabetic writing systems: A case study of bilingual teachers' reading processes through eye movement miscue analysis

Wang,

Arslan‐Ari,

Hao

et al. 2024

J Adolescent & Adult Lit

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This case study investigates the reading processes of two bilingual teachers who speak English as a second language and use different first languages—Mandarin Chinese and Korean. The two participants read researcher‐selected digital texts in English and in their respective first language, retold the texts, and answered comprehension questions about the texts. Their reading aloud and eye movements were recorded for miscue and eye movement analysis. Using Eye Movement Miscue Analysis, the findings showcase the distinctive characteristics of their first‐language and second‐language reading processes. The cross‐linguistic comparison between bilingual reading processes further shows the bilingual participants' similarities and differences in terms of the use of language systems, eye movements, language variations, and image use. This study supports the understanding of non‐Roman alphabetical language speakers' reading process, adds to our understanding of the bilingual reading process, and provides teaching and research implications for bilingual teachers and educators.

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