Effects of Representations on Reading Attention and Comprehension Studied Using Eye-Tracking Techniques for Young Children With and Without Developmental Delay
Employing eye-tracking technology and digital picture books, this study examined the differences in eye movements and digital picture book reading comprehension between young children with and without developmental delay. Thirty 5-year-old children with developmental delay and 60 age-matched normal controls participated in this study and were recruited through purposive sampling. Digital picture books were read by participants in three ways, namely as audio picture books, through finger-point reading, and without any audio or physical aid. The data collected and analyzed included participants’ eye movements and their digital picture book reading comprehension. This study provided four major findings. First, no interaction between the participants and methods of digital picture book reading was observed in terms of reading concentration. No difference in digital picture book reading concentration was noted between the two groups of children, but children’s concentration during audio book reading was significantly better than their concentration during simple digital picture book reading. Second, an interaction between the participants and reading methods was observed when gazing at the main character images. Children with developmental delay stared at the main character images significantly longer than the other group when finger-point reading was used. In addition, the use of the fingerpoint reading technique made children with developmental delay stare at the main character images significantly longer than when they simply read digital picture books. However, no interaction was noted between the participants and reading methods when gazing at the text and background. No difference in the time spent gazing at the text and background existed between the two groups of children, but children gazed at the background of audio picture books significantly longer than they did at that of simple digital picture books. Finally, no interaction was observed between the participants and reading methods in terms of digital picture book reading comprehension. The reading comprehension of the control group was significantly better than that of the children with developmental delay. When the finger-point reading method was used, children’s digital picture book comprehension was significantly better than their digital picture book reading without any audio or physical aid.
|關鍵詞||眼球追蹤、發展遲緩、閱讀注意力、繪本、eye-tracking、developmental delay、reading attention、picture book|