Different Students To Read Or With Map Text Of Eye Movements

It is out of question that reading ability is very portant for the development of people, especially young people. However, reading, a process of extracting meanings from texts, is much more than merely processing words. It is rather a process of transition and integration between words and pictures. In order to find out functions of a picture in text-reading, the different effects a picture or its alternative can have for understanding and the transitions between word reading and picture reading, Eye-tracking method is adopted to study pupils from an elementary school, students from a junior and a senior middle school. Two experiments are incorporated in this paper, with subjects relatively from grade 5, grade 8, and grade 11. In experiments 1, the researcher studied the eye movements of these subjects during reading texts with or without pictures. While in experiment 2, the focus is on the eye movements during reading texts with or without pictures and during reading texts with different pictures. Findings are as follows: 1. For subjects of different grades reading texts with the same diflicultv degree, understanding and eye movement indicators seem to be positively correlated with these subjects?ages. Perhaps there are two major periods for the development of reading ability: one is from Grade 5 to Grade 8, the other from grade 8 to grade 11. The former is a period for developing the ability of 3 understanding simple texts with or without pictures while the latter for developing ability of understanding difficult texts without pictures. 2. Generally speaking, for subjects of the same grade, eye movement indicators and understanding indicators for those reading texts with pictures are better than those indicators of subjects without pictures. For example, eye movement indicators for texts with pictures, such as fixation time, times of fixation, times of regression, are obviously fewer than those indicators of readers without pictures. Since mean duration of fixation for the former is longer than that for the latter, it is not unreasonable to conclude that the extension of the average duration for each fixation is a primary condition for a better understanding of texts with pictures than texts without pictures. And the mean duration for each fixation can also be used as a fundamental index for the development level of the reading and understanding ability 3. For subjects of the same grade reading texts with different difficulty degrees except fixation times of pupils from Grade 5 reading texts without pictures, indicators of those reading difficult texts are obviously inferior to those reading simple texts. 4. For subjects of the same grade reading texts with different pictures. understanding and eye movement indicators of those reading texts with diagrams are better than those reading texts with illustrations are. Significant differences occur amon~ such indicators for understanding and eye movement as the reading scores and fixation frequencies of pupils from Grade 5, the 4 ~flR~3~ reading speed, duration of fixation, times of fixation and times of regression df students from Grade 8 and the reading speed, t...