"If I Point, Do They Look?": The Impact of Attention-Orientation Strategies on Text Exploration during Shared Book Reading

Autor/inn/en	Roy-Charland, Annie; Perron, Melanie; Boulard, Jessica; Chamberland, Justin; Hoffman, Nichola
Titel	"If I Point, Do They Look?": The Impact of Attention-Orientation Strategies on Text Exploration during Shared Book Reading
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 28 (2015) 9, S.1285-1305 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-015-9571-2
Schlagwörter	Preschool Children; Early Childhood Education; Grade 1; Grade 2; Eye Movements; Story Reading; Reading Processes; Reader Text Relationship; Attention; Visual Stimuli; Difficulty Level; Intervention; Reading Strategies; Beginning Reading; Outcomes of Education; Reading Aloud to Others + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Augenbewegung; Leseprozess; Aufmerksamkeit; Schwierigkeitsgrad; Reading strategy; Leselernstufe; Lesetechnik; Erstleseunterricht; Lernleistung; Schulerfolg
Abstract	The current study examined the effect of pointing to the words and using highlighted text by examining eye movements when children in preschool, Grade 1 and 2 were read storybooks of two levels of difficulty. For all children, pointing to and highlighting the text was observed to increase the amount of time and number of fixations on the printed text than when there was no intervention. Furthermore, with difficult text, an increased amount of time and number of fixations was observed when the text was pointed to than when it was highlighted. For preschoolers, even with the increased attention on the text from pointing to and highlighting the words, the fixations did not match the narration. First and second graders, with the difficult book, made more matching fixations both when the printed text was pointed to and highlighted than when no intervention was done. Additionally, more matching fixations were made when the printed text was highlighted than when pointed to. Future research is required to examine the effects of attention-orienting strategies on reading related outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01