Tracking the Eye Movement of Four Years Old Children Learning Chinese Words

Autor/inn/en	Lin, Dan; Chen, Guangyao; Liu, Yingyi; Liu, Jiaxin; Pan, Jue; Mo, Lei
Titel	Tracking the Eye Movement of Four Years Old Children Learning Chinese Words
Quelle	In: Journal of Psycholinguistic Research, 47 (2018) 1, S.79-93 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-017-9515-x
Schlagwörter	Eye Movements; Story Reading; Beginning Reading; Asians; Chinese; Pretests Posttests; Phonological Awareness; Emergent Literacy; Spatial Ability; Attention; Preschool Children + Suchen Sie Ihr Suchwort? Augenbewegung; Erstleseunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; China; Chinesen; Frühleseunterricht; Räumliches Vorstellungsvermögen; Aufmerksamkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Storybook reading is the major source of literacy exposure for beginning readers. The present study tracked 4-year-old Chinese children's eye movements while they were reading simulated storybook pages. Their eye-movement patterns were examined in relation to their word learning gains. The same reading list, consisting of 20 two-character Chinese words, was used in the pretest, 5-min eye-tracking learning session, and posttest. Additionally, visual spatial skill and phonological awareness were assessed in the pretest as cognitive controls. The results showed that the children's attention was attracted quickly by pictures, on which their attention was focused most, with only 13% of the time looking at words. Moreover, significant learning gains in word reading were observed, from the pretest to posttest, from 5-min exposure to simulated storybook pages with words, picture and pronunciation of two-character words present. Furthermore, the children's attention to words significantly predicted posttest reading beyond socioeconomic status, age, visual spatial skill, phonological awareness and pretest reading performance. This eye-movement evidence of storybook reading by children as young as four years, reading a non-alphabetic script (i.e., Chinese), has demonstrated exciting findings that children can learn words effectively with minimal exposure and little instruction; these findings suggest that learning to read requires attention to the basic words itself. The study contributes to our understanding of early reading acquisition with eye-movement evidence from beginning readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01