NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1156439
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1522-7227
Seeing and Knowing: Attention to Illustrations during Storybook Reading and Narrative Comprehension in 2-Year-Olds
Kaefer, Tanya; Pinkham, Ashley M.; Neuman, Susan B.
Infant and Child Development, v26 n5 Sep-Oct 2017
Research (Evans & Saint-Aubin, 2005) suggests systematic patterns in how young children visually attend to storybooks. However, these studies have not addressed whether visual attention is predictive of children's storybook comprehension. In the current study, we used eye-tracking methodology to examine two-year-olds' visual attention while being read an unfamiliar storybook. Immediately following reading, they completed a comprehension assessment. Children who visually attended to illustrations depicting key narrative events during the initial reading demonstrated stronger comprehension than children who focused on other areas. Importantly, visual attention to pertinent illustrations was also positively related to parental reports of vocabulary knowledge. Collectively, this supports a reciprocal model of early knowledge development: vocabulary knowledge facilitates visual attention, and visual attention to storybook illustrations facilitates subsequent learning.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A