Chapter 1. What we know about skilled, beginning, and older readers from monitoring their eye movements
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Mallorie Leinenger
Abstract
In this chapter, we will discuss research conducted over the past 40 years dealing with the eye movements during reading of skilled readers as compared to poor readers, as well as beginning and older readers. We will discuss issues related to the perceptual span (or area of effective vision), preview benefit, basic characteristics of eye movements, and eye movement control across the different groups – asking what we can infer about each group’s reading behavior from their eye movements. We will then discuss attempts to model different stages of reading development over the lifespan. Finally, we will discuss the implications that this research has for teaching children to read.
Abstract
In this chapter, we will discuss research conducted over the past 40 years dealing with the eye movements during reading of skilled readers as compared to poor readers, as well as beginning and older readers. We will discuss issues related to the perceptual span (or area of effective vision), preview benefit, basic characteristics of eye movements, and eye movement control across the different groups – asking what we can infer about each group’s reading behavior from their eye movements. We will then discuss attempts to model different stages of reading development over the lifespan. Finally, we will discuss the implications that this research has for teaching children to read.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Preface ix
- Chapter overviews xi
- Acknowledgments xv
- List of contributors xvii
- Chapter 1. What we know about skilled, beginning, and older readers from monitoring their eye movements 1
- Chapter 2. Meaningful learning from texts 29
- Chapter 3. Causal inferences in reading comprehension 63
- Chapter 4. Reading comprehension in the early years 101
- Chapter 5. Five building blocks for comprehension strategy instruction 125
- Chapter 6. What is so difficult about expository text? 145
- Chapter 7. Development of a cognitive model of web-navigation 169
- Index 193
Chapters in this book
- Prelim pages i
- Table of contents vii
- Preface ix
- Chapter overviews xi
- Acknowledgments xv
- List of contributors xvii
- Chapter 1. What we know about skilled, beginning, and older readers from monitoring their eye movements 1
- Chapter 2. Meaningful learning from texts 29
- Chapter 3. Causal inferences in reading comprehension 63
- Chapter 4. Reading comprehension in the early years 101
- Chapter 5. Five building blocks for comprehension strategy instruction 125
- Chapter 6. What is so difficult about expository text? 145
- Chapter 7. Development of a cognitive model of web-navigation 169
- Index 193
