Eye movements and reading comprehension performance: examining the relationships among test format, working memory capacity and reading comprehension.
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| Title: | Eye movements and reading comprehension performance: examining the relationships among test format, working memory capacity and reading comprehension. |
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| Authors: | Moss, Corrin1 (AUTHOR), Kwabi, Sharon1 (AUTHOR), Ardoin, Scott P.2 (AUTHOR), Binder, Katherine S.1 (AUTHOR) kbinder@mtholyoke.edu |
| Source: | Reading & Writing. Mar2024, Vol. 37 Issue 3, p703-729. 27p. |
| Subject Terms: | *Reading comprehension, *Short-term memory, *Cognitive development, *Listening comprehension, Eye movements, Mental models theory (Communication), Eye tracking |
| Abstract: | The ability to form a mental model of a text is an essential component of successful reading comprehension (RC), and purpose for reading can influence mental model construction. Participants were assigned to one of two conditions during an RC test to alter their purpose for reading: concurrent (texts and questions were presented simultaneously) and sequential (texts were presented first, then questions were shown without text access). Their eye movements were recorded during testing. Working memory capacity (WMC) and centrality of textual information were measured. Participants in the sequential condition had longer first-pass reading times compared to participants in the concurrent condition, while participants in the concurrent condition had longer total processing times per word. In addition, participants with higher WMC had longer total reading times per word. Finally, participants in the sequential condition with higher WMC had longer processing times in central regions. Even among skilled college readers, participants with lower WMC had difficulty adjusting their reading behaviors to meet the task demands such as distinguishing central and peripheral ideas. However, participants with higher WMC increased attention to important text areas. One potential explanation is that participants with higher WMC are better able to construct a coherent mental model of the text, and attending to central text areas is an essential component of mental model formation. Therefore, these results help clarify the relationship between the purpose for reading and mental model development. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The ability to form a mental model of a text is an essential component of successful reading comprehension (RC), and purpose for reading can influence mental model construction. Participants were assigned to one of two conditions during an RC test to alter their purpose for reading: concurrent (texts and questions were presented simultaneously) and sequential (texts were presented first, then questions were shown without text access). Their eye movements were recorded during testing. Working memory capacity (WMC) and centrality of textual information were measured. Participants in the sequential condition had longer first-pass reading times compared to participants in the concurrent condition, while participants in the concurrent condition had longer total processing times per word. In addition, participants with higher WMC had longer total reading times per word. Finally, participants in the sequential condition with higher WMC had longer processing times in central regions. Even among skilled college readers, participants with lower WMC had difficulty adjusting their reading behaviors to meet the task demands such as distinguishing central and peripheral ideas. However, participants with higher WMC increased attention to important text areas. One potential explanation is that participants with higher WMC are better able to construct a coherent mental model of the text, and attending to central text areas is an essential component of mental model formation. Therefore, these results help clarify the relationship between the purpose for reading and mental model development. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09224777 |
| DOI: | 10.1007/s11145-023-10428-0 |
