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ERIC Number: EJ1013579
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0279-6015
Underlying Changes in Repeated Reading: An Eye Movement Study
Foster, Tori E.; Ardoin, Scott P.; Binder, Katherine S.
School Psychology Review, v42 n2 p140-156 2013
Past research supports the use of repeated reading but does not provide conclusive evidence as to the mechanisms through which RR takes effect. Eye movement studies allow for precise examination of intervention effects. The current study examined underlying changes in elementary students' ("N" = 43) reading behavior across four consecutive readings of the same passage. Passage-level analyses revealed that rereading yielded significant decreases in measures thought to reflect early processing (i.e., first fixation duration, gaze duration) and higher level processing (i.e., total fixation time, number of regressions, average number of fixations per word). Analyses based on embedded high- and low-frequency target words suggested that repeated reading mainly facilitates reading of low-frequency words, but that children remain sensitive to word frequency after rereading. Finally, results indicated that children who have completed repeated reading continue to focus on word-level (vs. passage-level) reading but devote less overall attention to individual words with repeated practice. (Contains 2 tables, 1 figure, and 1 footnote.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305A100496; R305A100496