Using Eye-Tracking Technology to Examine the Impact of Question Format on Reading Behavior in Elementary Students

Autor/inn/en	Zawoyski, Andrea; Ardoin, Scott P.
Titel	Using Eye-Tracking Technology to Examine the Impact of Question Format on Reading Behavior in Elementary Students
Quelle	In: School Psychology Review, 48 (2019) 4, S.330-332 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Eye Movements; Elementary School Students; Children; Test Format; Reading Comprehension; Grade 3; Grade 4; Computer Assisted Testing; Achievement Tests; Reading Tests; Oral Reading; Reading Fluency; Short Term Memory; Intelligence Tests; Iowa; Measures of Academic Progress; Gates MacGinitie Reading Tests; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Augenbewegung; Child; Kind; Kinder; Testentwicklung; Leseverstehen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Kurzzeitgedächtnis; Intelligence test; Intelligenztest
Abstract	Reading comprehension assessments often include multiple-choice (MC) questions, but some researchers doubt their validity in measuring comprehension. Consequently, new assessments may include more short-answer (SA) questions. The current study contributes to the research comparing MC and SA questions by evaluating the effects of anticipated question format on elementary students' reading behavior. Third- and fourth-grade participants were divided into the MC (n = 43) or SA condition (n = 44) and expected to answer questions consistent with their group assignment. Eye movements (EMs) were analyzed across the passage and on areas significant to its meaning. Correlational analyses between EMs and reading measures were conducted. Findings support modification of question format in reading assessments. Implications for school psychologists, teachers, and EM researchers are addressed. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01