The Relations of Online Reading Processes (Eye Movements) with Working Memory, Emergent Literacy Skills, and Reading Proficiency

ABSTRACT

We examined the relations between working memory, emergent literacy skills (e.g., phonological awareness, orthographic awareness, rapid-automatized naming), word reading, and listening comprehension to online reading processes (eye movements), and their relations to reading comprehension. A total of 292 students were assessed on working memory and emergent literacy skills in Grade 1, and eye movements, language, and reading skills in Grade 3. Structural equation model results showed that word reading was related to gaze duration and rereading duration, but listening comprehension was not. Working memory and emergent literacy skills were related to eye movements, but their relations to eye movements were largely mediated by word reading. Eye movements were related to reading comprehension, but not after accounting for word reading and listening comprehension. These results expand our understanding of reading development by revealing the nature of relations of emergent literacy skills, reading, and listening comprehension to online processes.

Acknowledgments

This research was approved from the Florida State University Internal Review Board (HSC No. 2015.16488). Legal guardians gave their informed consent and children gave their assent prior to their inclusion in the study. The author(s) wish to thank participating schools and children.

Disclosure statement

The authors declare that there is no conflict of interest.

Notes

1. This was due to unavailability of students in one school.

2. One child was held back and thus, substantially older than the rest.

Additional information

Funding

This work was supported by the Institute of Education Sciences [R305A120147]; Institute of Education Sciences [R305A180055]. U. S. Department of Education; and National Institute of Human Development and Health (2P50HD052120). The content is solely the responsibility of the authors and does not necessarily represent the official views of the funding agencies.