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School Psychology Review Volume 42, 2013 - Issue 2
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Articles

Children's Eye Movements in Reading: A Commentary

Keith RaynerUniversity of California, San DiegoCorrespondence[email protected]
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Scott P. ArdoinUniversity of GeorgiaView further author information
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Katherine S. BinderMount Holyoke CollegeView further author information
Pages 223-233 | Published online: 27 Dec 2019

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Victoria I. Adedeji, Julie A. Kirkby, Martin R. Vasilev & Timothy J. Slattery. (2024) Children’s Reading of Sublexical Units in Years Three to Five: A Combined Analysis of Eye-Movements and Voice Recording. Scientific Studies of Reading 28:2, pages 214-233.
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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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Anja Sperlich, Daniel J. Schad & Jochen Laubrock. (2015) When preview information starts to matter: Development of the perceptual span in German beginning readers. Journal of Cognitive Psychology 27:5, pages 511-530.
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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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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 (24)

Corrin Moss, Scott P. Ardoin, Joshua A. Mellott & Katherine S. Binder. (2024) The effects of question previewing on response accuracy and text processing: An eye-movement study. Journal of School Psychology 104, pages 101313.
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Corrin Moss, Sharon Kwabi, Scott P. Ardoin & Katherine S. Binder. (2023) Eye movements and reading comprehension performance: examining the relationships among test format, working memory capacity and reading comprehension. Reading and Writing 37:3, pages 703-729.
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Wi-Jiwoon Kim, Seo Rin Yoon, Seohyun Nam, Yunjin Lee & Dongsun Yim. (2023) The Impact of Reading Modalities and Text Types on Reading in School-Age Children: An Eye-Tracking Study. Applied Sciences 13:19, pages 10802.
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Leila Ebrahimi, Hamidreza Pouretemad, John Stein, Ebrahim Alizadeh & Ali Khatibi. (2021) Enhanced reading abilities is modulated by faster visual spatial attention. Annals of Dyslexia 72:1, pages 125-146.
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Marion Krause & Nelli Ritter. (2022) Bilingual vs. Monolingual Readers: Insights from Eye-Tracking Data. Journal of Home Language Research 5:1.
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Ting Liu & Takaya Yuizono. (2020) Mind Mapping Training’s Effects on Reading Ability: Detection Based on Eye Tracking Sensors. Sensors 20:16, pages 4422.
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Jessica Lee Peters, Edith Laura Bavin & Sheila Gillard Crewther. (2020) Eye Movements During RAN as an Operationalization of the RAN-Reading “Microcosm”. Frontiers in Human Neuroscience 14.
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Scott P. Ardoin, Katherine S. Binder, Andrea M. Zawoyski, Eloise Nimocks & Tori E. Foster. (2019) Measuring the Behavior of Reading Comprehension Test Takers: What Do They Do, and Should They Do It?. Reading Research Quarterly 54:4, pages 507-529.
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Jessica L. Peters, Lauren De Losa, Edith L. Bavin & Sheila G. Crewther. (2019) Efficacy of dynamic visuo-attentional interventions for reading in dyslexic and neurotypical children: A systematic review. Neuroscience & Biobehavioral Reviews 100, pages 58-76.
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Zehui Zhan, Jun Wu, Hu Mei, Patrick S.W. Fong, Muxiong Huang & Fangfang Shao. 2019. Technology in Education: Pedagogical Innovations. Technology in Education: Pedagogical Innovations 235 243 .
Jukka Hyönä & Johanna K. Kaakinen. 2019. Eye Movement Research. Eye Movement Research 239 274 .
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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Emilie Gerbier, Gérard Bailly & Marie Line Bosse. (2018) Audio–visual synchronization in reading while listening to texts: Effects on visual behavior and verbal learning. Computer Speech & Language 47, pages 74-92.
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David Braze & Tao Gong. 2017. The Handbook of Psycholinguistics. The Handbook of Psycholinguistics 269 293 .
Mallorie Leinenger & Keith Rayner. 2017. Reading Comprehension in Educational Settings. Reading Comprehension in Educational Settings 1 27 .
M. M. Bezrukikh, O. N. Adamovskaya & V. V. Ivanov. (2017) Visual and oculomotor activity of first-grade school students during reading texts of varying complexity. Human Physiology 43:2, pages 168-176.
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김정은 & 남호성. (2016) Measuring reading proficiency using eyetracking.. Studies in Foreign Language Education 30:3, pages 207-230.
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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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Zehui Zhan, Lei Zhang, Hu Mei & Patrick Fong. (2016) Online Learners’ Reading Ability Detection Based on Eye-Tracking Sensors. Sensors 16:9, pages 1457.
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Benjawan Kasisopa, Ronan G. Reilly, Sudaporn Luksaneeyanawin & Denis Burnham. (2016) Child readers’ eye movements in reading Thai. Vision Research 123, pages 8-19.
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Ingrid T. Metsing & Jannie T. Ferreira. (2016) The prevalence of poor ocular motilities in a mainstream school compared to two learning-disabled schools in Johannesburg. African Vision and Eye Health 75:1.
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Dania Bilal & Jacek Gwizdka. (2016) Children's eye-fixations on google search results. Proceedings of the Association for Information Science and Technology 53:1, pages 1-6.
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Teresa Busjahn, Roman Bednarik, Andrew Begel, Martha Crosby, James H. Paterson, Carsten Schulte, Bonita Sharif & Sascha Tamm. (2015) Eye Movements in Code Reading: Relaxing the Linear Order. Eye Movements in Code Reading: Relaxing the Linear Order.
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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