학령기 학생의 읽기 특성 탐색을 위한 안구운동 연구 분석: 특수교육 현장에 주는 시사점 A Literature Review of Eye Movements in Reading of Primary and Secondary School Students: Implications for Practice in Special Education
This study purposed to investigate the eye movements in reading and information processing of primary and secondary school students. Fifteen studies that measured eye movements of primary and secondary school students using reading tasks were reviewed. Results of the review were as follows: First, students’ eye movements differed based on the characteristics of students. There were also differences in eye movements depending on learners’ grades, achievement levels, and gender. However, contradictory results of students’ eye movements were found across the studies in the variables of grade and achievement levels. Second, students’ eye movements differed based on reading tasks such as word reading and reading comprehension. In word reading, students’ gaze durations were longer on low-frequency words than high-frequency words. The results of eye-movement patterns based on the length of words were inconsistent across the studies. In reading comprehension, students’ fixation duration was shorter when reading easier texts than reading more difficult texts. Directions for future research and implication for practice are discussed.
This study purposed to investigate the eye movements in reading and information processing of primary and secondary school students. Fifteen studies that measured eye movements of primary and secondary school students using reading tasks were reviewed. Results of the review were as follows: First, students’ eye movements differed based on the characteristics of students. There were also differences in eye movements depending on learners’ grades, achievement levels, and gender. However, contradictory results of students’ eye movements were found across the studies in the variables of grade and achievement levels. Second, students’ eye movements differed based on reading tasks such as word reading and reading comprehension. In word reading, students’ gaze durations were longer on low-frequency words than high-frequency words. The results of eye-movement patterns based on the length of words were inconsistent across the studies. In reading comprehension, students’ fixation duration was shorter when reading easier texts than reading more difficult texts. Directions for future research and implication for practice are discussed.
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