Children's Visual Scanning of Textual Documents: Effects of Document Organization, Search Goals, and Metatextual Knowledge

Autor/inn/en	Potocki, Anna; Ros, Christine; Vibert, Nicolas; Rouet, Jean-François
Titel	Children's Visual Scanning of Textual Documents: Effects of Document Organization, Search Goals, and Metatextual Knowledge
Quelle	In: Scientific Studies of Reading, 21 (2017) 6, S.480-497 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2017.1334060
Schlagwörter	Reading Strategies; Eye Movements; Text Structure; Information Processing; Elementary School Students; Foreign Countries; Reading Comprehension; Word Recognition; Reading Tests; Multiple Choice Tests; Educational Experiments; Decoding (Reading); Statistical Analysis; Time on Task; Individual Differences; Grade 5; France + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Augenbewegung; Textstruktur; Informationsverarbeitung; Ausland; Leseverstehen; Worterkennung; Lesetest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schulversuch; Dekodierung; Statistische Analyse; Zeitaufwand; Individueller Unterschied; School year 05; 5. Schuljahr; Schuljahr 05; Frankreich
Abstract	This study examines children's strategies when scanning a document to answer a specific question. More specifically, we wanted to know whether they make use of organizers (i.e., headings) when searching and whether strategic search is related to their knowledge of reading strategies. Twenty-six French fifth graders were asked to search single-page documents presented on the screen of an eye tracker in order to respond to questions requiring the location of information in either a single paragraph (Location questions) or multiple paragraphs (Comparison questions). Location questions were easier and faster to answer than Comparison questions. The presence of headers led to more selective reading strategies but did not significantly speed up the search. Strong individual differences were observed in children's scanning strategies: Some systematically fixated headers, whereas others did not. These differences were not significantly related to the participants' decoding or comprehension skills but rather to their knowledge of reading strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01