An Eye Movement Study On Illustration Effect Of Listening Comprehension Students' Reading Comprehension

From ancient times, reading is the main way for people to obtain knowledge and information, the reading is not only the reading of the text, it also involves the pictures, illustrations, images and other materials more intuitive. Reading is not just the main way for hearing normal people to get knowledge, because hearing impaired students in the auditory pathway is damaged, their access to information and knowledge mainly by visual channel.deaf language teaching focused on the teaching of reading skills training, let students read a simple sentence to understand the text of the last induction, which is the most important language teaching work in deaf. The survey found that Chinese language teaching in deaf school work, with particular emphasis on the teaching o1reading, but the situation is not ideal. hearing impaired students and hearing normal students compared to their peers, they have large gap in understanding the words, sentences, and writing and the application. Researchers have made illustrations for promoting reading comprehension, in order to improve reading comprehension skills for hearing impaired students, I want to confirm whether illustrations are helpful for hearing impaired students’reading comprehension.Reviewing literatures found that most of studies are about illustration effect on reading comprehension of hearing normal students, studies about hearing impaired students are very few, and most of studies used mostly single method through statistical reading test scores to examine the hearing impaired students’reading ability, no combination with other methods did examine other indicators of reading comprehension. In addition, illustration effect produced is also the results of a variety of factors interacting, such as material factors, the amount of information of pictures material and text with pictures material such predecessors did not make a thorough inquiry. Based on previous studies summarized, with the eye tracker to explore for hearing impaired students, illustration effect in reading comprehension exists, what kind of text with pictures material was more suitable for hearing impaired students to read, and hearing impaired students and hearing normal students in reading text with picture material of different psychological processes.Using two factors completely randomized experimental design to study illustrations influence on hearing impaired students to read, a total of three experiments, testl compared the hearing impaired students and hearing normal students in thetext-only material and text with pictures material in reading comprehension and eyemovement index difference. The results show that two types of subjects achieve higherscores on text with pictures material than that on text-only material, compared with thehearing normal students, hearing impaired students difference of scores on text withpictures material and text-only material is more significant, its text with picturesmaterial performance is more than text-only material, two types of subjects text withpictures material reading time shorter than text-only material. Eye movement indicatorsalso show that hearing impaired students in different types of material fixation durationand fixation count is less than hearing normal students. However, eye movement locuschart indicates hearing impaired students attention on illustration than hearing normalstudents, and their eyes focus on moving back and forth between text and illustration,indicating attempts combine illustration to understand the meaning of text. The resultsin experiment2showed scores on illustrations and text separated material are betterthan illustrations embedded in the text material between hearing impaired students andhearing normal students, and compared with hearing normal students, hearing impairedstudents differences scores of illustrations and text separated material and illustrationsembedded in the text material are more significantly, its scores of illustrations and textseparated material are more than illustrations embedded in the text material. Illustrationsembedded in the text material reading time is shorter than the time to read illustrationsand text separated material, which is related to the number of material words, less wordsin illustrations embedded in the text material, so little time to read. Eye movementdifferences suggest there are difference in fixation duration and fixation count betweenhearing normal students and hearing impaired students, hearing impaired students indifferent types of material fixation duration and fixation count is less than hearingnormal students. However, eye movement locus chart indicates hearing impairedstudents lack of regularity in reading illustrations embedded in the text material, withoutreading the contents in the order, more chaos eye gaze trajectory, which indicates themore difficult subjects of reading comprehension and processing of materials, andhearing normal students is in the order of reading content, reading eye movements veryregularity reflects its understanding of reading materials and processing is relativelyeasier. illustrations embedded in the text material is more difficult to understand forhearing impaired students, illustrations and text separated material is more suitable for the hearing impaired students to read. The third experimental results show that two types of subject reading results on having tips information material are better than no tips information material, and hearing impaired students are prompted to read the material having tips information is more prominent than the no tips information, the differences more obvious. from the point of view of time reading, hearing impaired students have shorter time on having tips information material than no tips material. Eye movement locus chart analysis found that hearing impaired students have watched the area illustrations broader, more intensive fixation of the illustrations are more concerned about the message, and hearing impaired students in eye gaze between the illustrations and text move back and forth more frequently, hearing impaired students trying to establish contact between the text and illustrations, which shows illustrations of tips to help promote reading comprehension of students with hearing impairment, hearing impaired students with illustrations prompt further processing and understanding the meaning of article.