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| Autor/inn/en | Kim, Young-Suk Grace; Petscher, Yaacov; Vorstius, Christian |
|---|---|
| Titel | The Relations of Online Reading Processes (Eye Movements) with Working Memory, Emergent Literacy Skills, and Reading Proficiency |
| Quelle | (2020), (20 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Reading Processes; Eye Movements; Short Term Memory; Emergent Literacy; Reading Skills; Phonological Awareness; Orthographic Symbols; Naming; Listening Comprehension; Elementary School Students; Grade 1; Grade 3 |
| Abstract | We examined the relations between working memory, emergent literacy skills (e.g., phonological awareness, orthographic awareness, rapid automatized naming), word reading, and listening comprehension to online reading processes (eye movements), and their relations to reading comprehension. A total of 292 students were assessed on working memory and emergent literacy skills in Grade 1, and eye movements, language, and reading skills in Grade 3. Structural equation model results showed that word reading was related to gaze duration and rereading duration, but listening comprehension was not. Working memory and emergent literacy skills were related to eye movements, but their relations to eye movements were largely mediated by word reading. Eye movements were related to reading comprehension, but not after accounting for word reading and listening comprehension. These results expand our understanding of reading development by revealing the nature of relations of emergent literacy skills, reading, and listening comprehension to online processes. [This is the online version of an article published in "Scientific Studies of Reading."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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