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A Study On Eye Movement Levels In The Context Of Picture Book Reading For 2-3 Years Old Young Children

Posted on:2011-06-02Degree:MasterType:Thesis
Country:ChinaCandidate:H H JinFull Text:PDF
GTID:2167360305499574Subject:Pre-primary Education
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This study evaluates the visual reading abilities of 144 2-3-year-old young children via eye movement research method. Children are from three age groups, 24 months,30 months and 36 months. In this research, their eye movement trajectory were collected when they were reading a storybook with or without an adult. By analyzing the differences of fixation counts, fixation length, and counts of fixation back in different regions of the three different age groups in both reading situations above. This thesis are going to answer the following questions: 1) what are the characteristics of eye movement in picture book reading among young children between 2-3 years old? Do they have the capability to read at the younger age? 2) How is development of eye movement of them? 3) What are the effects on eye movement in 2-3 years-old young children in reading when the adults companied?First of all, the 2-3-year-old young children have emergent capability in picture book reading. When they are reading their favorite picture books, they can focus on the books most of the time. They can pay attention to the meaningful graphic information consciously. The large, colorful, eye-catching picture information are more attractive for them. There are many young children can pay attention to the main character in the picture book consciously, although it's inconspicuous but closely related to the development of the story plot. However, their capabilities in understanding the content and text reading are insufficient. Although some young children have been able to understand the content of a single page of the picture book according to the relationship between the story character and other picture information, few young children can connect some pages content. But the majority of young children already started to be able to relate the context to read partial picture book pages. The 2-3-year-old young children are insensitive to the text. When they are reading the picture books, they rarely look at the text.Secondly, with month-age growth, the ability to concentrate on the books, to identify meaningful messages, to read pictures to understand the content have a rapid development. The text reading skills of the young children have not yet developed. All the young children of three month-age groups have a low degree of text concern, and there are no significant differences between three groups. From 24 months to 30 months, young children' attention level, ability to identify meaningful information, and ability to read the larger, colorful, eye-catching picture information have a dramatic growth. From 30 months to 36 months, young children' ability to read the small and inconspicuous picture information develop fast. Overall,2-3-year-old young children' reading comprehension ability is also quite low, the individual difference is significant, yet between each month-age group, there has the remarkable differences, indicating that the reading comprehension ability also development quickly in this stage.Thirdly, with adults' accompany and interaction,2-3-year-old young children pay more attention on the books, the meaningful graphic information and the story character, having a higher frequency of looking back the character as well. More young children were able to understand the content of some single pages of the picture book according to the relationship between the story character and other picture information, and understand the whole story content according the context. However, the 2-3-year-old young children are insensitive to the text. Adults' accompany do not affect their text reading levels. According to statistics, they don't look at the text in the context with or without the adult's accompany.This study demonstrated that eye movement research is a practical, real-time and efficient way to study young children and young children's emergent literacy. This methodology provides a new perspective for the children's emergent literacy research, as well as providing a new reference to the development of more objective and comprehensive assessment standard for infant and young children.
Keywords/Search Tags:Young children, Emergent Literacy, Eye Movement Research
PDF Full Text Request
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