Children's Picture Book Independent Reading Eye Movement Characteristics Of

The print awareness is the awareness of the text form and function (Justice,2000; Evans,2005), also known as the awareness of written language (written language awareness) or word knowledge (print knowledge). Many studies, either home or abroad found that in the process of picture book reading, pre-school children showed the characteristic in watching in the way from images to text, and they aware more of watching pictures, rarely the print. However, as the print awareness, which functions as the basic components in reading has a high degree of correlation with children's post-school education. So, the exploration of children's print awareness in picture book reading is particularly important. Among the existing research abroad on children's picture book reading, the test environment focus mainly for parent-child reading, in this kind of reading, children watch the screen and print accompanied by adult pronunciation, at this time, children rely more on listening to complete their print awareness, based on the fact that the result of children's print awareness based on parent-child reading can not be good predictor of the print awareness in children's independent reading picture books, looking at the text. In addition, the test materials all are in English, while English and Chinese language system are two different language system, which is that, the former is ideographic, while Chinese characters is imagical. Chinese is strong in integrity and meaning tableau characteristics, then the test results based on the English environment really can't indicate the print awareness of Chinese children in their autonomous reading text. Based on the above shortage of the research, domestic researchers have investigated the development of print awareness among Chinese children's independent reading, however, the influence of time remains to be further demonstrated.In this thesis, three research analysis was used to analysis the result of5-6year old children's Independent reading in their text awareness, influencing factors and the text mode of the high level reading comprehension children's text awareness.The first research, by observing the three indicators, which are separately the text ratio of regular reading, the ratio of the hot spots in the text, and the ratio of watching the text accounting the total time of reading, to examine the situation of watching the process of picture book text for children5-6years old pre-school independent reading. The study found that,6-year-old group of children's eye movement increased compared with5-year-old group of children in independent reading. Boys and girls didn't show gender difference in the eye movement.The second research, by the inspection of the variables below, as Graphics matching the level of the degree of reading material, and receptive language ability, the amount of literacy level, word level by, clarify the relationship showed among every factors with text awareness for children5-6years old in their reading the picture book text. In their reading, the text awareness will not increase or decrease for the graphic match of the reading material. Receptive language ability, literacy amount of words the amount of the eye movement indicators were significantly correlated. Text recognition level is the core factors that affect the stages of children's independent reading a picture book text.The third research, explore the difference of the text awareness in5-6years old pre-school children's independent reading, in the differential, pre-school children to further clarify the an effective model in independent reading picture books. The study found that good level reading children has a higher text awareness, based on higher text recognition to increase the text awareness, and through the combination of the text and graphics to comprehend the understanding of the picture book.