Reading Patterns Research Articles

과거의 독서 공간과 독서 방식

과거의 독서 공간과 독서 방식

Eye tracking methodology for studying teacher learning: a review of the research

ABSTRACTEye tracking methodology offers insights into human attention, decision-making processes, and user behaviours. In the context of teacher learning, data generated from eye-tracking technology has the potential to provide important information about teachers’ behavioural patterns and cognitive processes that may or may not be occurring during learning experiences. This review analyses existing studies that use eye tracking methodology for studying teacher learning. The authors accessed three different databases (ERIC, PsycNet, and EBSCOHost) for their review. An iterative process of reviewing and coding the articles led to an in-depth review of 10 recently published articles. Emergent themes resulted from the in-depth review and include information processing, multimedia learning, learning tools and resources, and expert-novice knowledge construction. The reviewed articles also highlight how eye tracking can be used to determine teachers’ engagement with learning material, reading patterns, and sense-making strategies. Additional study characteristics, including context, data sources, eye tracking device and metrics were also reviewed. Results of this review shed light on how educational researchers can effectively use eye tracking methodology to investigate teacher learning at different career stages. This, in turn, can inform educational stakeholders about how to optimize learning opportunities and environments.

Computer-based assessment of reading ability and subtypes of readers with reading comprehension difficulties: a study in French children from G2 to G9

Reading difficulties in school are very challenging for teachers due to many different reader subtypes in one and the same class. Moreover, there are few easy-to-use tools enabling teachers to assess reading ability. According to the Simple View of Reading (Hoover and Gough in Reading and Writing, 2(2), 127–160, 1990), efficient reading comprehension is the result of an interaction between word reading (through three word representation levels: orthographic, phonological, and semantic) and comprehension (through three processing types: literal, text-connecting, and gap-filling inferences). Difficulties in one of these components, or in both, should lead to difficulties in reading comprehension and bring about different reader subtypes. This study aims, first, to examine the validity of the tool and, second, to explore performance reading patterns of children with reading difficulties. A population of 485 typically developing French children from grade 2 to grade 9 was tested using three computerized tasks that recorded accuracy and speed: lexical quality to examine the three levels of word representation; silent reading and listening comprehension to examine both literal and inferential processing. Results showed the appropriateness of the tool but also identified a number of limits. It was possible with the results to detect 76 children with reading comprehension difficulties and to divide them into 5 clusters essentially according to their word reading performances. The results are discussed in relation to the theoretical frameworks used to build the tool.

Error patterns in word reading and spelling in Persian: Is spelling more difficult than reading?

The objective of the present study is to examine the error patterns for Persian reading and spelling when controlling for the complexity level of words. A sample of 140 children attending Grades 1–4 in Iran read and spelled the same words that differed in reading transparency (transparent vs. opaque) and spelling consistency (monographic vs. polygraphic). Children’s reading and spelling errors were analyzed for four types of words including transparent-monographic, transparent-polygraphic, opaque-monographic, and opaque-polygraphic. Children, across all grades, read transparent-monographic words as accurately as they spelled the same words, however, the opaque-polygraphic words, the hardest categories of words, were read more accurately than they were spelled. Moreover, children read transparent-polygraphic words more accurately than they spelled these words. The opposite pattern was observed for opaque-monographic words, that is, these words were spelled more accurately than they were read. Further examination of errors revealed that the words that children most often read correctly but spelled incorrectly were polygraphic, and the words that children most often spelled correctly but read incorrectly were opaque. Further, fine-grained analyses of reading and spelling errors revealed that the degree of the complexity level of words also increased error rates for both polygraphic and opaque words. These results suggest that differences in word characteristics and the complexity level of the words explain the discrepancy in difficulty level between reading and spelling.

The appearance of the book: towards a history of the reading lives and worlds of black South African readers

This paper elucidates the material, spatial, social and infrastructural contexts of reading in early twentieth century South Africa. It adds to a growing body of work on reading practices and patterns of book consumption by drawing attention to the neglected question of the “where of reading” – the physical contexts and settings of reading and the ways in which the organisation of space and the allocation of resources impacted on particular reading experiences and habits. The article also takes up a related set of questions pertaining to the access of books, the nature of specific reading encounters, the social relations that developed in these contexts and the reading practices that ensued. It focuses in detail on the contexts of reading which developed around the various “Non-European” reading initiatives and advances the concepts of the “poor library” and “fugitive reading” in order to describe both the rudimentary and improvisational nature of black reading spaces at this time and the various practices of tactical, opportunistic and itinerant reading which arose in response. Finally, it draws attention to the sociable, convivial and inherently public nature of black reading encounters and highlights a pervasive practice of mediated reading in which book interests were shared and encouraged.Keywords: History of reading and reading practices, geographies of reading, “Non-European Library” initiatives in South Africa, early twentieth-century South Africa

Individual differences in children’s pronoun processing during reading: Detection of incongruence is associated with higher reading fluency and more regressions

In two eye tracking experiments, we tested fourth graders’ and adults’ sensitivity to gender feature mismatches during reading of pronouns and their susceptibility to interference of feature-matching entities in the sentence. In Experiment 1, we showed children and adults two-phrase sentences such as “Leon{m}/Lisa{f} shooed away the sparrow{m}/the seagull{f} and then he{m} ate the tasty sandwich.” Eye tracking measures showed no qualitative differences between children’s and adults’ processing of the pronouns. Both age groups showed longer gaze durations on subject mismatching than on matching pronouns, and there was no evidence of interference of a gender-matching object. Strikingly, in contrast to the adults, not all fourth graders reported detection of the subject gender mismatch. In Experiment 2, we replicated earlier results with a larger sample of children (N = 75) and found that only half of the fourth graders detected the gender mismatch during reading. The detectors’ reading pattern at the pronoun differed from that of the non-detectors. Children who reported detection of the mismatch showed a reading pattern more similar to the adults. Children who did not report detection of the mismatch had comparably slower gaze durations and were less likely to make regressions directly at the pronoun. We conclude that children who read more fluently use their available processing resources to immediately repair grammatical inconsistencies encountered in a text.

Applying Learning Analytics to Explore the Effects of Motivation on Online Students' Reading Behavioral Patterns

This study aims to apply a sequential analysis to explore the effect of learning motivation on online reading behavioral patterns. The study’s participants consisted of 160 graduate students who were classified into three group types: low reading duration with low motivation, low reading duration with high motivation, and high reading duration based on a second-order cluster analysis. After performing a sequential analysis, this study reveals that highly motivated students exhibited a relatively serious reading pattern in a multi-tasking learning environment, and that online reading duration was a significant indicator of motivation in taking an online course. Finally, recommendations were provided to instructors and researchers based on the results of the study.

Análise eyetracking do uso da fotografia na divulgação científica

Este trabalho tem como objetivo verificar o uso de imagens técnicas para a compreensão de textos com conteúdo científico na divulgação da ciência. Parte-se da hipótese de que, associado à fotografia, o texto científico tem maior possibilidade de despertar o interesse do leitor e facilitar o entendimento da informação. Apoia-se na teoria de Flusser, que defende que as imagens como a fotografia fornecem pensamentos menos abstratos do que os textos; nas pesquisas de Samain, que classificam a fotografia como valioso meio de comunicação; e os esforços de outros estudiosos como Correia, Gruszynski e Castedo, Machado e Mora – que acreditam que a fala e a escrita não mais precisam ser as únicas formas de comunicação científica. A pesquisa caracteriza-se como exploratória, com design experimental-laboratorial e adota abordagem mista (qualitativa e quantitativa). Ao serem apresentados a diferentes estruturas de texto científico (texto com fotografia, somente texto e somente fotografia), os resultados mostram diferentes padrões de leitura, grau de atenção e compreensão do texto científico. O texto com imagem foi melhor compreendido e considerado de fácil leitura, seguido do texto sem imagem. O material menos compreendido foi aquele que apresentou somente a imagem. Os participantes que receberam textos consideraram que a fotografia auxilia na leitura e apreensão do conteúdo. O grupo que recebeu só imagem sentiu falta do texto. Considera-se que a hipótese da pesquisa foi confirmada.

The effect of explanatory captions on the reception of foreign audiovisual products

Abstract The present research triangulates questionnaire, retrospective interview and eyetracking data, aiming to investigate how Explanatory Captions (ECs) are received by different viewers with varied educational backgrounds, and whether or not the presence of ECs improves their understanding of the AV content. The results show that the provision of ECs, for a subtitled video in a foreign language, greatly increased positive cognitive effects on the viewers. Viewers tend to reduce time spent on viewing images, but invest additional processing effort on the ECs, although their allocation of processing effort on subtitles experienced little change. Furthermore, the eyetracking data suggest that most participants adopted a fixed reading pattern on subtitles and ECs when they appeared simultaneously, which could balance some of the negative impact of ECs on their viewing experience. The findings gained through this experimental research will provide some guidance and suggestions for subtitlers when preparing subtitles and ECs.

Communication Between Government Agencies and Local Communities: Rhetorical Analyses of Primary Documents in Three Environmental Risk Situations

Despite the migration of letters and memoranda to electronic media, these documents are still occasionally written as hard copy and transmitted through the post, especially during risk situations. In two recent environmental situations, such letters were sent in 2014 to residents in Newark, NJ, who were affected by the discovery of high levels of lead in their school water and in 2016 to residents of East Chicago, IN, who were affected by the discovery of lead under their homes. In each of these situations, letters were sent to residents whose reactions ranged from fear in Newark to anger in East Chicago. In neither case did residents act as requested. However, in 2011, residents in Morgan City, MO, whose land would be flooded by the opening of the Morganza Spillway, followed the instructions they received and evacuated. Research questions: This study examines the failure of citizens and community institutions to respond positively, if at all, to requests transmitted in hard copy that are related to risk situations. It poses the following research questions: 1. Do commonalities exist among the rhetorical decisions made by the writers of letters to which readers responded positively in a risk situation? 2. If so, do these decisions differ from those made by writers of letters to which readers objected or disregarded the requests made? Literature review: Research related to rhetorical analyses of primary documents transmitted in hard copy between engineers and managers prior to and during risk situations was surveyed. In addition, the literature related to rhetorical analyses of primary messages transmitted electronically prior to and during risk situations was also examined. Methods: A rhetorical analysis of the letters focused on the writers’ efforts to consider readers’ reading patterns and styles, prior knowledge, need for background information and details, and the economic, political, and psychological context in which readers read the letters. Results: The results indicate that the Newark and East Chicago letters are writer rather than reader-based, the writers failing to consider the readers’ reading patterns and styles, to provide necessary information, and to recognize the context in which the readers read the letters. On the other hand, the letters related to the Morganza Spillway are reader-based, providing the necessary information at the beginning of the correspondence, as well as providing sufficient details to enable readers to take the actions required to safeguard themselves and their families, businesses, and homes.

Can reading time predict mind wandering in expository text?

SummaryPrior research has suggested that episodes of mind wandering not only negatively impact text comprehension but also are associated with fluctuations in reading behavior. However, these studies typically do not account for differences in the fundamental nature of the text itself, namely, whether it is narrative or expository in structure. As much research has supported the idea that these text genres are processed differently, it is of interest to determine whether similar changes in reading patterns are observed when mind wandering in an expository text. The present study examined whether fluctuations in sentence‐by‐sentence reading times were associated with periods of mindless reading during processing of an expository text. Results indicated that although mindless reading did negatively impact learning, probed reading time did not vary as a function of mind wandering. These results suggest that research aimed at studying mind wandering while reading may need to account for text genre.

The effect of attribute-alternative matrix displays on preferences and processing strategies

When analyzing discrete choice data we assume that respondents compare alternatives and make a utility maximizing choice. The majority of DCEs use a matrix display with one row per attribute and one column per alternative. A comparison by alternatives implies that respondents process the choice task column-by-column. However, evidence from psychology and judgment and decision making research suggest that learned reading patterns dominate and as such the standard matrix display might induce processing by attributes rather than alternatives. We test this using a split sample survey conducted in France where respondents were randomly allocated into a standard or transposed matrix display group. Our results show that there is no difference in relative scale between the two groups, but that elicited preferences differ. Importantly, ASCs are insignificant in the transposed condition. We find no difference in propensity to use simplifying strategies, but respondents in the standard display condition are more likely to choose according to a random regret minimization (RRM) model rather than random utility model (RUM). We discuss the implications of our findings for future discrete choice experiments.

“News comes across when I’m in a moment of leisure”: Understanding the practices of incidental news consumption on social media

Incidental consumption of news on social media has risen in recent years, particularly among young people. Previous studies have characterized what the main dimensions and effects of this phenomenon are. In this article, we complement that literature by looking at how this phenomenon unfolds. Inspired by practice theory, we aim to answer two questions: (1) what are the practices that subtend incidental news consumption on social media among young people? and (2) What are the social consequences of these practices? We draw upon 50 in-depth interviews with respondents aged 18–29 years from Argentina. Our findings show the existence of (1) strong connections between technology and content, “anywhere and anytime” coordinates, derivative information routines, and increasingly mediated sociability and (2) fragmentary reading patterns, loss of hierarchy of the news, and coexistence of editorial, algorithmic, and social filtering. We conclude by elaborating on the empirical and theoretical implications of these findings.

Application of Relevance Theory in College English Teaching

In coming society of new era English has become the communicative language of today’s international context. More and more people are using English to obtain and exchange information. First English reading, as an important part of English, is one of the ways to reflect the reader’s potential English communication skills. The reading process links authors and readers in two ways. On the one hand, the author expresses his intentions, thoughts and feelings in written form. On the other hand, the reader understands the information to be expressed by the author through the identification, connection and reasoning of these linguistic symbols. Over the years English teachers have been dedicated to improving students’ comprehensive reading skills. However there are quite a few English teachers who pay much attention to vocabulary, sentences, paragraphs and articles in various reading skills to train students, let alone from the perspective of relevance theory. Then the paper aims to discuss and analyze the cognitive nature of English reading, comprehensively discusses three reading patterns. Hence English reading comprehension requires a more comprehensive and effective reading mode to guide its teaching and learning. Relevance theory holds that reading is the process of explicit reasoning, the process of readers looking for the best association, and the process of choosing context. Therefore teachers will focus on cultivating students’ reasoning ability, focusing on dynamic context and finding relevance. At last the paper puts forwards several points of relevance theory and attempts to find effective solutions to apply them in the reading process.

Analyzing Reading Pattern of Source Code Based on Data Dependence Relationship by Using Eye-Tracking—For Programs Consisting of Assignment Operations and Arithmetic Operations—

Analyzing Reading Pattern of Source Code Based on Data Dependence Relationship by Using Eye-Tracking—For Programs Consisting of Assignment Operations and Arithmetic Operations—

Quantitative and Qualitative Approaches to the Development of Darwin’s Origin of Species

From 1837, when he returned to England aboard the HMS Beagle, to 1860, just after publication of The Origin of Species, Charles Darwin kept detailed notes of each book he read or wanted to read. His notes and manuscripts provide information about decades of individual scientific practice. Previously, we trained topic models on the full texts of each reading, and applied information-theoretic measures to detect that changes in his reading patterns coincided with the boundaries of his three major intellectual projects in the period 1837–1860. In this new work we apply the reading model to five additional documents, four of them by Darwin: the first edition of The Origin of Species, two private essays stating intermediate forms of his theory in 1842 and 1844, a third essay of disputed dating, and Alfred Russel Wallace’s essay, which Darwin received in 1858. We address three historical inquiries, previously treated qualitatively: (1) the mythology of “Darwin’s Delay,” that despite completing an extensive draft in 1844, Darwin waited until 1859 to publish The Origin of Species due to external pressures; (2) the relationship between Darwin and Wallace’s contemporaneous theories, especially in light of their joint presentation; and (3) dating of the “Outline and Draft” which was rediscovered in 1975 and postulated first as an 1839 draft preceding the Sketch of 1842, then as an interstitial draft between the 1842 and 1844 essays.

Subject prominence and processing dependencies in prenominal relative clauses: The comprehension of possessive relative clauses and adjunct relative clauses in Mandarin Chinese

This article investigates how dependencies are constructed in prenominal relative clauses of Mandarin Chinese by comparing the comprehension of two types of relative clauses: possessive relative clauses (PRCs), where the head noun is associated with a dependent noun phrase in the embedded clause, and adjunct relative clauses (ARCs), where the head noun takes the whole embedded clause as its complement. The results of a naturalness-rating experiment and two self-paced reading experiments showed distinctive reading patterns of PRCs and ARCs. The comprehension of a PRC is sensitive to the grammatical position of the dependent noun in the prenominal clause: retrieval of a dependent noun at the subject position is less costly than that of a dependent noun at VP-internal nonsubject positions. The comprehension of an ARC reflects the structural frequency of the whole prenominal clause: more-canonical structures like SVO sentences were read faster than less frequent structures such as disposal and passive sentences. These results support the importance of structural locality and subject prominence for constructing gap-filler dependencies in prenominal relative clauses.

Use of INDEST E-Resources: Factor Analysis with Age of IIT faculty

This study examines the use of INDEST E-resources by age wise (’25 to 35 years’, ’36 to 45 years’, ’46 to 55 years’ and ‘>56’) by IIT faculty. It also highlights the testing of Analysis of Variance. Basic Advantages, Disadvantages, Augmented Purpose, Availability and Accessibility, Limitation of Accessing, Strength in Accessing, Expected Facilitation, Core Purpose, Value Addition, Satisfaction, Importance, Reading pattern with designation wise using INDEST E-Resources by faculty of top seven IITs. The F value is 1.855 and significant value is 0.137 since it is >.05 the mean difference is not significant which implies that ‘Basic Advantages’ does not impact across the different age group. The analysis found that the age group between ’36 to 45 years’ is having a highest mean value 4.85. The age group (’36 to 45 years) use INDEST e-resources to do research activities.

Full Access to Cultural Spaces (FACS): Mapping and evaluating museum access services using mobile eye-tracking technology

Abstract The present paper aims to present significant results stemming from the FACS (Full Access to Cultural Spaces) project, launched in 2014 by the University of Macerata and concluded in 2016. In particular, this paper reports on stages one and two of the FACS project which aimed first to explore the state of the art of universal access services across a large variety of museums in Italy and nine other EU countries. Based on the first stage, an analysis of some of the most significant data obtained from a questionnaire sent out to over 1,200 European museums will be presented, with a special focus on multilingual devices and access services for the sensory impaired. The first stage was followed by an eye-tracking study on an Italian museum, Turin’s Museo Nazionale del Cinema (National Cinema Museum), aimed at evaluating visitors’ experience, attitudes and patterns of fruition through a test with a portable eye tracker (Tobii Pro Glasses 2, 50 Hz). Based on this second stage, the fruition of information panels by museum visitors at the Museo Nazionale del Cinema will be explored, specifically focusing on reading patterns and behaviours.

Disonancias semánticas e impugnaciones discursivas en el cine (aparentemente) religioso de Nieves Conde: el caso de Balarrasa (1950)

El presente texto aborda la riqueza semántica y discursiva de Balarrasa mediante el detenido análisis textual del largometraje, revelando cómo el componente temático religioso del filme es problematizado mediante insistentes comentarios enunciativos que distancian críticamente su discurso del presupuesto patrón de lectura. Nuestra intención es evidenciar las tensiones internas que recorren el texto fílmico, cuyo epicentro discursivo es tangencialmente desplazado hacia cuestiones sociales y morales al tiempo que esboza temáticas subalternas que complican la aparente sencillez y esquematismo de su planteamiento argumental.