Reliability and Validity of Eye Movement Measures of Children's Reading

Autor/inn/en	Foster, Tori E.; Ardoin, Scott P.; Binder, Katherine S.
Titel	Reliability and Validity of Eye Movement Measures of Children's Reading
Quelle	In: Reading Research Quarterly, 53 (2018) 1, S.71-89 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.182
Schlagwörter	Eye Movements; Grade 2; Elementary School Students; Reading Achievement; Measurement Techniques; Correlation; Sustained Silent Reading; Reliability; Validity + Suchen Sie Ihr Suchwort? Augenbewegung; School year 02; 2. Schuljahr; Schuljahr 02; Leseleistung; Messtechnik; Korrelation; Stilles Lesen; Reliabilität; Gültigkeit
Abstract	Although strong claims have been made regarding the educational utility of eye tracking, such statements seem somewhat unfounded in the absence of clear evidence regarding the technical adequacy of eye movement (EM) data. Past studies have yielded direct and indirect evidence concerning the utility of EMs as measures of reading, but recent research explicitly investigating their reliability and validity has been lacking. The current study updates and extends past research by investigating the reliability and validity of recently used EM measures of children's reading. Participants were 175 second-grade students whose EMs were monitored during silent reading of narrative text(s) at two timepoints. Participants were also individually administered measures of reading achievement. Results indicate adequate reliability and validity for passage-level measures of fixation duration but suggest that elementary students' reading behaviors relative to specific words are weakly associated with their normative levels of reading achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01