ERIC Number: EJ1094207
Record Type: Journal
Publication Date: 2016-Apr
Abstractor: As Provided
The Link between Text Difficulty, Reading Speed and Exploration of Printed Text during Shared Book Reading
Roy-Charland, Annie; Perron, Melanie; Turgeon, Krystle-Lee; Hoffman, Nichola; Chamberland, Justin A.
Reading and Writing: An Interdisciplinary Journal, v29 n4 p731-743 Apr 2016
In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children's attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed) pace while their eye movements were monitored. Results revealed an interaction between speed and difficulty. For the easy and difficult books, children spent more time and made more fixations on the printed text when it was presented at slow speed than at fast speed. However, at fast speed, children spend more time and made more fixations on the text of the easy rather than the difficult books, but at slow speed no difference was observed. In addition, at slow speed positive correlations were observed between attention to print and letter knowledge and word reading skills. Results provide important information for the practice of shared book reading suggesting that to increase attention to print, speed should be reduced. Future research should investigate the role of reading speed on reading related outcomes such as discourse comprehension and children's interest in reading activities.
Descriptors: Reading Rate, Difficulty Level, Young Children, Elementary School Students, Grade 1, Grade 2, Eye Movements, Printed Materials, Books, Time on Task, Attention, Reading Skills, Reading Aloud to Others, Reading Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 2
Authoring Institution: N/A