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School Psychology Review Volume 42, 2013 - Issue 2
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Articles

Underlying Changes in Repeated Reading: An Eye Movement StudyFootnote

Tori E. FosterUniversity of GeorgiaCorrespondence[email protected]
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,
Scott P. ArdoinUniversity of GeorgiaView further author information
&
Katherine S. BinderMount Holyoke CollegeView further author information
|
Keith Rayner
(Action Editor)
Pages 140-156 | Received 11 Sep 2012, Accepted 14 Mar 2012, Published online: 27 Dec 2019

Citations (17)

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Read on this site (4)

Etsuo Taguchi, Greta Gorsuch & Koyuki Mitani. (2023) Using repeated reading for reading fluency development in a small Japanese foreign language program. Pedagogies: An International Journal 18:1, pages 97-114.
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Scott P. Ardoin, Katherine S. Binder, Andrea M. Zawoyski, Tori E. Foster & Leslie A. Blevins. (2013) Using Eye-Tracking Procedures to Evaluate Generalization Effects: Practicing Target Words During Repeated Readings Within Versus Across Texts. School Psychology Review 42:4, pages 477-495.
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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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Brett Miller & Carol O'Donnell. (2013) Opening a Window Into Reading Development: Eye Movements' Role Within a Broader Literacy Research Framework. School Psychology Review 42:2, pages 123-139.
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Articles from other publishers (13)

Esmehan ÖZER & Selda ÖZDEMİR. (2022) Okuma Araştırmalarında Geçmişten Günümüze Göz İzleme TekniğiEye Tracking Technique from Past to Present in Reading Research. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 23:3, pages 675-697.
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Katarzyna Harezlak, Dariusz Augustyn & Pawel Kasprowski. (2019) An Analysis of Entropy-Based Eye Movement Events Detection. Entropy 21:2, pages 107.
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Scott P. Ardoin, Katherine S. Binder, Andrea M. Zawoyski & Tori E. Foster. (2018) Examining the maintenance and generalization effects of repeated practice: A comparison of three interventions. Journal of School Psychology 68, pages 1-18.
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Katarzyna Harezlak & Pawel Kasprowski. 2018. Intelligent Decision Technologies 2017. Intelligent Decision Technologies 2017 120 129 .
Katinka Beker, Dietsje Jolles & Paul van den Broek. 2017. Reading Comprehension in Educational Settings. Reading Comprehension in Educational Settings 29 62 .
Laurie Leibnitz, Jonathan Grainger, Mathilde Muneaux & Stéphanie Ducrot. (2017) Processus visuo-attentionnels et lecture : une synthèse. L’Année psychologique 116:04, pages 597-622.
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Mona Holmqvist Olander, Eva Wennås Brante & Marcus Nyström. (2016) The Effect of Illustration on Improving Text Comprehension in Dyslexic Adults. Dyslexia 23:1, pages 42-65.
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Laurie Leibnitz, Jonathan Grainger, Mathilde Muneaux & Stéphanie Ducrot. (2016) Processus visuo-attentionnels et lecture : une synthèse. L’Année psychologique Vol. 116:4, pages 597-622.
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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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Anja Sperlich, Johannes Meixner & Jochen Laubrock. (2016) Development of the perceptual span in reading: A longitudinal study. Journal of Experimental Child Psychology 146, pages 181-201.
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Andrea M. Zawoyski, Scott P. Ardoin & Katherine S. Binder. (2015) Using Eye Tracking to Observe Differential Effects of Repeated Readings for Second-Grade Students as a Function of Achievement Level. Reading Research Quarterly 50:2, pages 171-184.
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Pei-Lin Liu. (2014) Using eye tracking to understand learners' reading process through the concept-mapping learning strategy. Computers & Education 78, pages 237-249.
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Xiaofei Lu, David A. Gamson & Sarah Anne Eckert. (2014) Lexical difficulty and diversity of American elementary school reading textbooks. International Journal of Corpus Linguistics 19:1, pages 94-117.
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