Chapter published in:
Reading Comprehension in Educational Settings
Edited by José A. León and Inmaculada Escudero
[Studies in Written Language and Literacy 16] 2017
► pp. 1–27

What we know about skilled, beginning, and older readers from monitoring their eye movements

Implications for teaching reading

| Department of Psychology, University of California, San Diego
| Department of Psychology, University of California, San Diego
In this chapter, we will discuss research conducted over the past 40 years dealing with the eye movements during reading of skilled readers as compared to poor readers, as well as beginning and older readers. We will discuss issues related to the perceptual span (or area of effective vision), preview benefit, basic characteristics of eye movements, and eye movement control across the different groups – asking what we can infer about each group’s reading behavior from their eye movements. We will then discuss attempts to model different stages of reading development over the lifespan. Finally, we will discuss the implications that this research has for teaching children to read.
Published online: 19 October 2017
https://doi.org/10.1075/swll.16.01lei
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Cited by

Cited by 2 other publications

Bråten, Ivar, Eva W. Brante & Helge I. Strømsø
2019. Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow‐Up Data. Reading Research Quarterly 54:4 ► pp. 481 ff. Crossref logo
Payne, Brennan & Kara D. Federmeier
2019. Individual Differences in Reading Speed are Linked to Variability in the Processing of Lexical and Contextual Information: Evidence from Single-trial Event-related Brain Potentials. <i>WORD</i> 65:4 ► pp. 252 ff. Crossref logo

This list is based on CrossRef data as of 05 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.