Fifth grade students reading a Chinese text with embedded errors: an eye movement miscue analysis study

Abstract

This study adopted eye movement miscue analysis research method to examine and illustrate the cognitive and psychological processes of meaning construction and error detection in reading Chinese. Eighteen Taiwanese grade five elementary students read a short Chinese text with six embedded errors. Results show that like earlier studies, only about a third of the errors were detected. Unlike earlier research, meaning group found more errors than did the error group. Reading miscues, eye movements, and the juxtaposition of the two sources of information helped to more fully illustrate the dynamic and complex processes of seeing, perceiving, reading aloud and comprehending.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by the Ministry of Science and Technology of Taiwan under Grant MOST 106-2918-I-142-001.