ERIC Number: EJ1450889
Record Type: Journal
Publication Date: 2025-Mar
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
EISSN: EISSN-1878-5174
Prediction of Text-and-Diagram Reading Comprehension by Eye-Movement Indicators: A Longitudinal Study in Elementary Schools
Yu-Cin Jian; Leo Yuk Ting Cheung
European Journal of Psychology of Education, v40 n1 Article 18 2025
Eye-movement technology has been often used to examine reading processes, but research has seldom examined the relationship between the reading process and comprehension performance, and whether the relationships are similar or different across grades. To investigate this, we conducted a 3-year longitudinal study starting at grade 4, with 175 effect samples to track the development data of eye movements on text-and-diagram reading. A series of temporal and spatial eye-movement predictors were identified to predict reading comprehension in various grades. The result of a hierarchical regression model established that total fixation duration measures (reflects processing level) and mean fixation duration (reflects decoding efficiency) were relatively better predictors of the post-reading tests at grades 5 and 6. That is, the readers made more mental efforts and had better decoding ability, which predict better post-reading test scores. Meanwhile, in grades 5 and 6, rereading total fixation duration on both the main text and diagrams consistently predicted the post-reading tests, indicating that the readers' self-regulated study time on re-processing some specific information is important for reading comprehension. Besides, a longitudinal structural equation modeling (SEM) revealed that the readers' fixation durations and text-and-diagram regression count in the lower fourth grade could significantly predict the same indicators in the following 2 years. In summary, this study identified the critical eye-movement indicators for predicting reading-test performance, and these predictions were more effective for the readers in upper grades than for those in the lower grades.
Descriptors: Elementary School Students, Grade 4, Grade 5, Grade 6, Reading Comprehension, Eye Movements, Predictor Variables, Visual Aids, Reading Processes, Decoding (Reading), Reading Tests, Student Motivation
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A