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School Psychology Review Volume 42, 2013 - Issue 2
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Articles

Opening a Window Into Reading Development: Eye Movements' Role Within a Broader Literacy Research Framework

Brett MillerEunice Kennedy Shriver National Institute of Child Health and Human ServicesCorrespondence[email protected]
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Carol O'DonnellInstitute of Education SciencesView further author information
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Katherine Binder
(Action Editor)
Pages 123-139 | Received 01 Mar 2013, Accepted 28 Mar 2013, Published online: 27 Dec 2019

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Mine Yıldız, Meryem Özdemir Cihan & Engin Kurşun. (2024) What is the Difference between Good and Poor Young Adult Readers?. Reading Psychology 45:4, pages 362-385.
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Andrea M. Zawoyski & Scott P. Ardoin. (2019) Using Eye-Tracking Technology to Examine the Impact of Question Format on Reading Behavior in Elementary Students. School Psychology Review 48:4, pages 320-332.
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Rachid Khelifi, Laurent Sparrow & Séverine Casalis. (2019) Is a Frequency Effect Observed in Eye Movements During Text Reading? A Comparison Between Developing and Expert Readers. Scientific Studies of Reading 23:4, pages 334-347.
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Sascha Schroeder, Jukka Hyönä & Simon P. Liversedge. (2015) Developmental eye-tracking research in reading: Introduction to the special issue. Journal of Cognitive Psychology 27:5, pages 500-510.
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Keith Rayner, Scott P. Ardoin & Katherine S. Binder. (2013) Children's Eye Movements in Reading: A Commentary. School Psychology Review 42:2, pages 223-233.
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Articles from other publishers (12)

Duc Duy Le, Thi Kieu Chinh Nguyen, Thanh Ha Le, Thi Cam Huong Nguyen & Thi Duyen Ngo. (2023) An eye tracking - based system for capturing visual strategies in reading of children with dyslexia. An eye tracking - based system for capturing visual strategies in reading of children with dyslexia.
Anja Rettig & Ulrich Schiefele. (2023) Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study. Reading Research Quarterly 58:4, pages 685-709.
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Mehmet Donmez. (2022) A systematic literature review for the use of eye-tracking in special education. Education and Information Technologies 28:6, pages 6515-6540.
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Valentina A. Solovyova, Sergey B. Venig & Tatiana V. Belykh. (2021) Analysis of Students’ Oculomotor Activity Observed when Reading from the PC Screen. Integration of Education 25:1, pages 91-109.
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Tamara Jakovljević, Milica M. Janković, Andrej M. Savić, Ivan Soldatović, Petar Todorović, Tadeja Jere Jakulin, Gregor Papa & Vanja Ković. (2021) The Sensor Hub for Detecting the Developmental Characteristics in Reading in Children on a White vs. Colored Background/Colored Overlays. Sensors 21:2, pages 406.
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Samiullah Paracha, Ayaka Inuoue & Sania Jehanzeb. 2018. Optimizing Student Engagement in Online Learning Environments. Optimizing Student Engagement in Online Learning Environments 163 185 .
John M Henderson, Wonil Choi, Steven G Luke & Joseph Schmidt. (2018) Neural correlates of individual differences in fixation duration during natural reading. Quarterly Journal of Experimental Psychology 71:1, pages 314-323.
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Sarah Bauerle Bass, Thomas F. Gordon, Ryan Gordon & Claudia Parvanta. (2016) Using eye tracking and gaze pattern analysis to test a “dirty bomb” decision aid in a pilot RCT in urban adults with limited literacy. BMC Medical Informatics and Decision Making 16:1.
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Scott P. Ardoin, Katherine S. Binder, Tori E. Foster & Andrea M. Zawoyski. (2016) Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior. Journal of School Psychology 59, pages 13-38.
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Ayaka Inoue & Samiullah Paracha. (2016) Identifying reading disorders via eye-tracking technology. Identifying reading disorders via eye-tracking technology.
Aimé Tiadi, Magali Seassau, Christophe-Loïc Gerard & Maria Pia Bucci. (2016) Differences between Dyslexic and Non-Dyslexic Children in the Performance of Phonological Visual-Auditory Recognition Tasks: An Eye-Tracking Study. PLOS ONE 11:7, pages e0159190.
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John M. Henderson, Wonil Choi & Steven G. Luke. (2014) Morphology of Primary Visual Cortex Predicts Individual Differences in Fixation Duration during Text Reading. Journal of Cognitive Neuroscience 26:12, pages 2880-2888.
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