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

Abstract.

The cumulative body of eye movement research provides significant insight into how readers process text. The heart of this work spans roughly 40 years reflecting the maturity of both the topics under study and experimental approaches used to investigate reading. Recent technological advancements offer increased flexibility to the field, providing the potential to more concertedly study reading and literacy from an individual differences perspective. Historically, eye movement research focused far less on developmental issues related to individual differences in reading; however, this issue and the broader change it represents signal a meaningful transition inclusive of individual differences. The six articles in this special issue signify the recent increased attention to and recognition of eye movement research's transition to emphasize individual differences in reading while appreciating early contributions (e.g., Rayner, 1986) in this direction. We introduce these six articles and provide some historical context for the use of eye movement methodology to examine reading and context for the eye movement field's early transition to examining individual differences, culminating in future research recommendations.

Notes

The opinions and assertions presented in this article are those of the authors and do not purport to represent those of the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the National Institutes of Health, the U.S. Department of Health and Human Services, the Institute of Education Sciences, or the U.S. Department of Education.

1 Although the cognitive eye movement renaissance began in earnest in the 1970s, this research was preceded by earlier eye movement work in the first half of the 20th century (see Rayner, 1978, 1998, for a brief review).

2 Experimenters have the option to recalibrate the participant to try to ensure an accurate measurement of gaze position. This strategy is common across a range of eye-tracking system types.

3 This focus is similar in focus to the National Center for Special Education's research program on Reading, Writing, and Language Development.

Additional information

Notes on contributors

Brett Miller

Brett Miller, PhD, is Program Director of the Reading, Writing, and Related Learning Disabilities Research Program in the Child Development and Behavior Branch of the Eunice Kennedy Shriver National Institute of Child Health and Human Development. He oversees a research program focused on developing and supporting research and training initiatives to increase knowledge relevant to the development of reading and written-language abilities for learners with and without disabilities. This program supports research that includes work with diverse groups and includes a range of ages across the lifespan.

Carol O'Donnell

Carol O'Donnell, EdD, served from 2007 to 2012 as Program Officer for the Cognition and Student Learning program in the Teaching and Learning Division of the National Center for Education Research of the Institute of Education Sciences (IES)—the research arm of the U.S. Department of Education—before being promoted to Group Director of Teacher Quality in the Office of Elementary and Secondary Education. During her tenure at IES, the cognition portfolio grew to include nearly a dozen eye-tracking studies designed to explore student learning by applying recent advances in cognitive science to education practice. The Cognition and Student Learning program supports research that focuses on improving learning in education settings from prekindergarten through high school and for vocational and adult basic education.