Using Eye-Tracking and Verbal Protocol Methodologies to Explore Third-Grade Students' Patterns of Attention to Print and Images.
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| Title: | Using Eye-Tracking and Verbal Protocol Methodologies to Explore Third-Grade Students' Patterns of Attention to Print and Images. |
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| Authors: | Roberts, Kathryn L. (AUTHOR), Arya, Poonam (AUTHOR) |
| Source: | Reading Psychology. Nov/Dec2025, Vol. 46 Issue 8, p771-799. 29p. |
| Subjects: | Eye tracking, Third grade (Education), Prosodic analysis (Linguistics), Illustrated books, Attention control, Reading strategies, Statistical accuracy, Protocol analysis (Cognition) |
| Abstract: | Both eye tracking and verbal protocol methodologies have been used in research on reading, particularly in relation to readers' attention and strategy use. In this study, both methodologies are used to explore third-grade readers' patterns of attention to verbal and visual elements of two illustrated story books, as well as how those patterns relate to accuracy, prosody, and strategy use. Results indicate that, while students were fairly consistent in spending more time focused on verbal elements of text, readers who appeared to read in similar ways based on one variable (i.e., attention patterns, accuracy, prosody, strategy use) generally did not demonstrate similar performances on the other variables. This was also the case for some readers when comparing the reading of one book to the reading of the other. Directions for future research are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Both eye tracking and verbal protocol methodologies have been used in research on reading, particularly in relation to readers' attention and strategy use. In this study, both methodologies are used to explore third-grade readers' patterns of attention to verbal and visual elements of two illustrated story books, as well as how those patterns relate to accuracy, prosody, and strategy use. Results indicate that, while students were fairly consistent in spending more time focused on verbal elements of text, readers who appeared to read in similar ways based on one variable (i.e., attention patterns, accuracy, prosody, strategy use) generally did not demonstrate similar performances on the other variables. This was also the case for some readers when comparing the reading of one book to the reading of the other. Directions for future research are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02702711 |
| DOI: | 10.1080/02702711.2025.2504981 |
