1,537
Views
10
CrossRef citations to date
0
Altmetric
Articles

Using eye tracking to understand the responses of learners to vocabulary learning strategy instruction and use

References

  • Archer, A.L., Gleason, M.M., & Vachon, V. (2005). Rewards: Multisyllabic word reading strategies. Longmont, CO: Sopris West.
  • Ashby, J., Rayner, K., & Clifton, C. (2005). Eye movements of highly skilled and average readers: Differential effects of frequency and predictability. Quarterly Journal of Experimental Psychology, 58A, 1065–1086.
  • August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research and Practice, 20, 50–57. doi:10.1111/j.1540-5826.2005.00120.x
  • Bai, X., Liang, F., Blythe, H.I., Zang, C., Yan, G., & Liversedge, S.P. (2013). Interword spacing effects on the acquisition of new vocabulary for readers of Chinese as a second language. Journal of Research in Reading, 36, S4–S17.
  • Bowers, P.N., & Kirby, J.R. (2009). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23, 515–537.
  • Carlisle, J.F. (2007). Fostering morphological processing, vocabulary development, and reading comprehension. In R.K. Wagner, A.E. Muse, & K.R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 78–103). New York, NY: The Guilford Press.
  • Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., … White, C.E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188–215. doi:10.1598/RRQ.39.2.3
  • Çelik, S., & Toptafş, V. (2010). Vocabulary learning strategy use of Turkish EFL learners. Procedia Social and Behavioral Sciences, 3, 62–71.
  • Chace, K.H., Rayner, K., & Well, A.D. (2005). Eye movements and phonological parafoveal preview: Effects of reading skill. Canadian Journal of Experimental Psychology, 59, 209–217.
  • Chao, Z. (2008). Study on English vocabulary teaching in college. US-China Foreign Language, 6(3), 39–42.
  • Deacon, S.H., & Kirby, J.R. (2004). Morphological awareness: Just “more phonological?” The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238.
  • Evans, M.A., & Saint-Aubin, J. (2013). Vocabulary acquisition without adult explanations in repeated shared book reading: An eye movement study. Journal of Educational Psychology, 105(3), 0022–0663.
  • Geva, E., & Siegel, L.S. (2010). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing, 12, 1–30.
  • Godfroid, A., Boers, F., & Housen, A. (2013). An eye for words: Gauging the role of attention in incidental L2 vocabulary acquisition by means of eye tracking. Studies in Second Language Acquisition, 35(3), 483–517.
  • Goodwin, A., Lipsky, M., & Ahn, S. (2012). Word detectives: Using units of meaning to support literacy. The Reading Teacher, 65(7), 461–470.
  • Hancin-Bhatt, B., & Nagy, W. (1994). Lexical transfer and second language morphological development. Applied Psycholinguistics, 15, 289–310.
  • Harris, M.L., Schumaker, J.B., & Deshler, D.D. (2011). The effects of strategic morphological analysis instruction on the vocabulary performance of secondary students with and without disabilities. Learning Disability Quarterly, 34(1), 17–33.
  • Hayhoe, M.M. (2004). Advances in relating eye movements and cognition. Infancy, 6, 267–274.
  • Jia, G., & Fuse, A. (2007). Acquisition of English grammatical morphology by native Mandarin-speaking children and adolescents: Age-related differences. Journal of Speech, Language, and Hearing Research, 50, 1280–1299.
  • Juhasz, B.J., & Rayner, K. (2003). Investigating the effects of a set of intercorrelated variables on eye fixation durations in reading. Journal of Experimental Psychology: Learning Memory and Cognition, 29, 1312–1318.
  • Just, M.A., & Carpenter, P.A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329–354.
  • Kaakinen, J.K., Hyönä, J., & Keenan, J.M. (2002). Perspective effects on online processing. Discourse Processes, 33, 159–173.
  • Karimi, M.N. (2013). Enhancing L2 students’ listening transcription ability through a focus on morphological awareness. Journal of Psycholinguistic Research, 42(5), 451–459. doi:10.1007/s10936-012-9227-1
  • Katz, L.A., & Carlisle, J.F. (2009). Teaching students with reading difficulties to be close readers: A feasibility study. Language, Speech, and Hearing Services in Schools, 40, 325–340.
  • Kieffer, M.J., & Lesaux, N.K. (2008). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing, 21(8), 783–804.
  • Kieffer, M.J., & Lesaux, N.K. (2010). Morphing into adolescents: Active word learning for English-language learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54(1), 47–56.
  • Kirby, J., & Bowers, P. (2012). Morphology works. Research Monograph 41. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ww_morphology.pdf
  • Kirk, C., & Gillon, G.T. (2009). Integrated morphological awareness intervention as a tool for improving literacy. Language, Speech, and Hearing Services in Schools, 40, 341–351.
  • Kwon, D., Lim, H., Lee, W., Kim, H., Jung, S., Suh, T., & Nam, K. (2010). A personalized English vocabulary learning system based on cognitive abilities related to foreign language proficiency. Transactions on Internet and Information Systems, 4(4), 595–617.
  • Kucan, L. (2012). What is most important to know about vocabulary? The Reading Teacher, 65(6), 360–366.
  • Larsen, J.A., & Nippold, M.A. (2007). Morphological analysis in school-aged children: Dynamic assessment of a word learning strategy. Language, Speech, and Hearing Services in Schools, 38, 201–212.
  • Lehr, F., Osborn, J., & Hiebert, E.H. (2003). A focus on vocabulary. Honolulu, HI: Pacific Resources for Education and Learning.
  • Lesaux, N.K., Kieffer, M.J., Faller, S.E., & Kelley, J.G. (2010). The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly, 45(2), 196–228.
  • Liu, P.L., Chen, C.J., & Chang, Y.L. (2010). Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension. Computers & Education, 54, 436–445.
  • Marzano, R.J., & Pickering, D.J. (2005). Building academic vocabulary: Teacher's manual (pp. 22311–31714). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Muter, V., Hulme, C., Snowling, M.J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665–681.
  • Nagy, W., Berninger, V.W., & Abbott, R.D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98, 134–147.
  • Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
  • Nattinger, J. (1988). Some current trends in vocabulary teaching. In R. Carter & M. McCarthy (Eds.). Vocabulary and language teaching (pp. 62–82). London: Longman.
  • Nemati, A. (2009). Memory vocabulary learning strategies and long-term retention. International Journal of Vocational and Technical Education, 1(2), 14–24.
  • Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124, 372–422.
  • Rayner, K., Chace, K.H., Slattery, T.J., & Ashby, J. (2006). Eye movements as reflections of comprehension processes in reading. Scientific Studies of Reading, 10(3), 241–255.
  • Rayner, K., Slattery, T., & Belanger, N. (2010). Eye movements, the perceptual span, and reading speed. Psychonomic Bulletin & Review, 17(6), 834–839.
  • Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.
  • Saiegh-Haddad, E., & Geva, E. (2007). Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504.
  • Schoot, M., Vasbinder, A., Horsley, T., & Lieshout, E. (2008). The role of two reading strategies in text comprehension: An eye fixation study in primary school children. Journal of Research in Reading, 31(2), 203–223.
  • Scott, J.A., & Nagy, W.E. (2004). Developing word consciousness. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 201–217). New York, NY: Guilford Press.
  • Sereno, S., & Rayner, K. (2003). Measuring word recognition in reading: Eye movements and event-related potentials. Trends in Cognitive Science, 7(11), 489–493.
  • Tono, Y. (2011). Application of eye-tracking in EFL learners’ dictionary look-up process research. International Journal of Lexicography, 24(1), 124–153.
  • Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2006). Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. Remedial and Special Education, 27(6), 365–378.
  • White, S.J., & Liversedge, S.P. (2006). Linguistic and nonlinguistic influences on the eyes’ landing positions during reading. The Quarterly Journal of Experimental Psychology, 59(4), 760–782.
  • Williams, R.S., & Morris, R.K. (2004). Eye movements, word familiarity, and vocabulary acquisition. European Journal of Cognitive Psychology, 16, 312–339.
  • Wu, X., Anderson, R.C., Li, W., Wu, X., Hong, L., Zhang, J., … Gaffney, J. (2009). Morphological awareness and Chinese children's literacy development: An intervention study. Scientific Studies of Reading, 13(1), 26–52.
  • Xuan, Y.Y. (2001). Etymology. Taipei: Jing Dian.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.