Abstract
Efficient reading begins with text decoding and finish with comprehension. When there is a lack of reading comprehension (RC), the person is likely unable to use the main information of a text in everyday life; something related to non-functional literacy. Using eye-tracking technique, some researchers have found that regressions (return to previously read text) are a common behavior during reading, and sometimes they are used as a rereading strategy to improve RC. However, the utility of regressions to improve RC depends on the reader’s skills. Based on these data, the main purpose of this study was to compare regressions and RC between low- and middle-skilled readers. Eighteen college students completed a computerized version of a middle school student’s RC test (ECOMPLEC-Sec) while their eye movements were recorded. We found a statistically marginal relation between regressions during narrative text and text-based RC on low-skilled readers. However, our results indicated no relation between number of regressions and RC regardless of level of reading competency. The necessity of new research to increase the knowledge of RC using eye-tracking parameters was discussed.
Highlights
When there is a lack of reading comprehension (RC), the person is likely unable to use the main information of a text in everyday life; something related to non-functional literacy
Using eye-tracking technique, some researchers have found that regressions are a common behavior during reading, and sometimes they are used as a rereading strategy to improve RC
The results reported in this study are the typical scores, based on percentiles
Summary
Illiteracy was one of the biggest world educational challenges some decades ago, nowadays functional literacy is one of the main subjects in industrialized countries (UNESCO, 2005) In this regard, México is still facing both problems: in 2010, six million of the Mexican population were illiterate (Narro & Moctezuma, 2012) and in 2015, more than 50% of 15 years students showed a low performance in RC, mathematics and science skills in the Program for International Student Assessment (PISA) (INEE, 2017). Concerning reading comprehension (RC), the National Institute of Education Assessment (INEE, initials in Spanish) found that more than 60% of the students in last grade of elementary and middle school achieved a level related to poor RC performance (INEE, 2016). A similar problem is found in many countries around the world, even in countries with high level of economy and culture (OECD, 2015)
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