The Role of Spatial Ability and Attention Shifting in Reading of Illustrated Scientific Texts: An Eye Tracking Study

Autor/in	Lee, Sungyoon
Titel	The Role of Spatial Ability and Attention Shifting in Reading of Illustrated Scientific Texts: An Eye Tracking Study
Quelle	In: Reading Psychology, 44 (2023) 8, S.915-935 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Sungyoon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2023.2202186
Schlagwörter	Eye Movements; Spatial Ability; Reading Processes; Attention Control; Elementary School Students; Science Education; Illustrations; Visual Perception; Abstract Reasoning; Cognitive Tests; Cognitive Ability; Executive Function; Prediction; Learning Processes; Transfer of Training; Visual Literacy; Short Term Memory; Reading Materials; Wisconsin Card Sorting Test + Suchen Sie Ihr Suchwort? Augenbewegung; Räumliches Vorstellungsvermögen; Leseprozess; Aufmerksamkeitstest; Naturwissenschaftliche Bildung; Bildliche Darstellung; Visuelle Wahrnehmung; Abstraktes Denken; Denken; Kognitiver Fähigkeitstest; Denkfähigkeit; Vorhersage; Learning process; Lernprozess; Training; Transfer; Ausbildung; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Kurzzeitgedächtnis
Abstract	The purpose of the study is to examine the role of spatial ability and attention shifting in reading of illustrated science texts. Thirty-five fourth/fifth elementary students read two science texts. Prior knowledge and retention/transfer learning outcomes were measured using researcher-developed measures. While reading, students' eye movements were monitored with an eye-tracker. Several eye movement indices were used to reflect reading processes. Fixation count on text/picture was used to represent students' attentional focus on text or picture. Text to text saccades and picture to picture saccades were used to reflect students' information organization. Students' integrative reading behavior was measured by eye movement transitions between text and picture. Wisconsin Card Sorting Test and Visual Perception Skill Test were used to assess attention shifting and visuospatial working memory, respectively. Multiple regressions were conducted to examine whether students' spatial ability and attention shifting predict text processing, picture processing, or integrative processing of text and picture. Hierarchical regressions were conducted to examine whether students' integrative reading make unique and direct contributions to their learning outcomes. The study found that 1) both spatial ability and attention shifting are significant predictors for integrative reading behavior while they are not for other processing behaviors (i.e., text processing and picture processing) and 2) integrative reading behaviors in illustrated text reading account for significant amounts of variance in the transfer outcomes while not in the retention outcomes. This study gives practical implications on the development of visual literacy interventions and on how teachers design their instruction about science text reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01