Gender Cue Effects in Children's Pronoun Processing: A Longitudinal Eye Tracking Study

Autor/inn/en	Eilers, Sarah; Tiffin-Richards, Simon P.; Schroeder, Sascha
Titel	Gender Cue Effects in Children's Pronoun Processing: A Longitudinal Eye Tracking Study
Quelle	In: Scientific Studies of Reading, 23 (2019) 6, S.509-522 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1617293
Schlagwörter	Form Classes (Languages); Eye Movements; Longitudinal Studies; Elementary School Students; Reading Skills; Individual Differences; Preferences; Oral Reading; Cues; Language Processing; Age Differences; Skill Development; Reading Processes; Foreign Countries; Correlation; Accuracy; Gender Differences; Reading Rate; Language Usage; Context Effect; German; Germany (Berlin) + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Augenbewegung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading skill; Lesefertigkeit; Individueller Unterschied; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Stichwort; Sprachverarbeitung; Age; Difference; Age difference; Altersunterschied; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Korrelation; Geschlechterkonflikt; Reading readiness; Reading speed; Lesegeschwindigkeit; Sprachgebrauch; Deutscher
Abstract	Children struggle with the resolution of pronouns during reading, but little is known about the sources of their difficulties. We conducted a longitudinal eye tracking experiment with 70 children in the final years of primary school. The children read sentences with a contextual resolution preference in which gender was either an informative resolution cue for the pronoun or not. We were interested in children's processing of the pronoun and their resolution preferences, as well as the effects of individual differences of Grade level and reading skill. Children's resolution ability improved with age, and good readers were more accurate than poor readers. In the eye-tracking measures, we found strong individual differences related to reading skill: Children with good reading skill took more time to read the pronoun region when pronoun gender was informative, suggesting that good readers make better use of the available information at the pronoun than poor readers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01