The influence of a reading task on children’s eye movements during reading

Differences in text processing by low- and high-comprehending beginning readers of expository and narrative texts: Evidence from eye movements

“…Investigation of individual differences in text processing and in the flexibility to adapt to text genre (either automatically or strategically) can provide important insights into comprehension differences. Previous studies on children's eye movements when reading have focused on one text genre (e.g., de Leeuw, Segers, & Verhoeven, 2016;Kaakinen, Lehtola, & Paattilammi, 2015;Olson, Kliegl, Davidson, & Foltz, 1985;Rayner, 1986;Van der Schoot et al, 2012), or on specific word or text manipulations (e.g., Blythe et al, 2006;Blythe, Häikià ¶, Bertam, Liversedge, & Hyà ¶nä, 2011;Huestegge & Bocianski, 2010;Huestegge, Radach, Corbic, & Huestegge, 2009;Joseph, Bremner, Liversedge, & Nation, 2015;Schroeder, 2011). With regard to lower-level processes and skills involved in reading, it is likely that poor readers differ from proficient readers in their eye movements (e.g., see Rayner, 1998).…”

Developmental eye-tracking research in reading: Introduction to the special issue

“…In addition, their results showed that eye-tracking is a useful tool to investigate effects for which it is difficult to make inferences from offline data alone. Kaakinen, Lehtola, and Paattilammi (2015) investigated online text comprehension processes by examining whether "why" questions, presented as the text title, enhance children's and adults' text processing. When there were no effects on text memory or comprehension success measured after reading, the "why" question titles did affect children's reading behaviour.…”

Relevance Instructions Combined with Elaborative Interrogation Facilitate Strategic Reading: Evidence from Eye Movements

“…Reading in order to answer questions that require elaboration of the text information has been called "elaborative interrogation". A considerable amount of research has demonstrated its benefits on the reading processes and on improving the quality of text memory and comprehension (Callender & McDaniel, 2007;Cerdán et al, 2009;Graesser, 2007;Graesser & Lehman, 2011;Kaakinen et al, 2015;León, Moreno, Escudero, & Kaakinen, 2019;Levin, 2008;Lewis & Menskink, 2012;Martin & Pressley, 1991;Smith et al, 2010;Wiley et al, 2010;Woloshyn et al, 1992;Wood et al, 1999).…”

“…They examined how readers inspected websites that were rated either as reliable or less-reliable sources of information and found that readers who were instructed to produce explanatory arguments engaged in more rereading of trustworthy sites. Finally, in an eye-tracking study of Kaakinen et al (2015), readers were asked to read short expository texts that either had a why question (e.g., "Why is recycling important?") or a statement (e.g., "Recycling is important") as a title.…”