An eye tracking study of digital text reading: a comparison between poor and typical readers
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An eye tracking study of digital text reading: a comparison between poor and typical readers Karin Bar‑Zvi Shaked1 · Adina Shamir1 · Eli Vakil2
© Springer Nature B.V. 2020
Abstract The inclusion of technology in schools, coupled with the importance of promoting reading for students with difficulties in particular, has increased the need for investigating processes that support reading and reading comprehension. The present study therefore focuses on the characteristics of reading from an educational digital book containing an expository text and illustrations, conducted by means of an eye tracking methodology enabling online reflection of the reading process. The effect on reading a highlighted text with illustrations was compared to that of reading a static text with illustrations. Participants included 30 poor readers and 31 typical readers aged 8–10.9, randomly assigned to two groups according to reading mode: An experimental group that read a highlighted text with an illustration and a control group that read a static text with an illustration. The findings indicate that among poor readers, the highlighted text in the digital book evoked greater visual focusing on the text and more transitions between the text and the illustration. The findings of the study contribute to our knowledge on multimedia learning and the process of reading among poor and typical readers while reading highlighted text with illustrations. Keywords Electronic book · Eye movement · Highlighted text · Poor readers · Primary school children
Introduction Reading and reading comprehension comprise two of the fundamental skills challenging students in school (Snow & Matthews, 2016); the promotion of literacy skills is therefore extremely important, especially for poor readers (Zawoyski, * Adina Shamir [email protected] 1
School of Education, Bar-Ilan University, Ramat‑Gan, Israel
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Department of Psychology and Leslie and Susan Gonda (Goldschmied), Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat‑Gan, Israel
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Ardoin, & Binder, 2015). Technological advances have expanded the range of tools, such as digital books, available to support the teaching of literacy from as early as kindergarten and continuing through elementary school (National Institute of Child Health and Human Development [NICHD], 2000). Educational digital books (or e-books) usually contain an expository or a narrative text including diverse representations (for example, verbal texts and illustrations) and multimedia effects (highlighted text, narration, dictionaries, etc.) to support learning (de Jong & Bus, 2003; Korat & Shamir, 2004; Shamir & Korat, 2015). These technologies frequently offer innovative solutions for literacy acquisition by poor readers (Eden, Shamir, & Fershtman, 2012; Shamir & Margalit, 2011). Studies on the reading of digital texts, in the field, are therefore necessary in order to test the contribution of digital tools to reading by all students but especially by poor reade
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