Eye Movement Research Of Reading For Fifth Grade Good Learning Students And Poor Learning Students In Mongolian Primary School

This study discusses the eye movement process for good and poor Mongolian fifth grade students at levels. This study adopts the Mongolian as the experimental material which is different from the Chinese and English.This is the first paper to discusses the reading eye movement characteristics of Mongolian, and firstly joined the Mongolian primary school students as subjects.Therefore, this study accumulated valuable data for characteristics and laws of Mongolian reading process and try to solve the problem of language of Mongolian teaching and the Mongolian students reading.In this paper, The eye movements of 20 subject of Grade5 in primary school are monitored during they read the materials of different difficulty.The experimental results are demonstrated as follow:When different groups of students reading the same difficulty Mongolian material, reading and eye movement indicators were significantly differences.In concrete performance, good learning students’ reading comprehension scores are better than poor learning students;Good learning students’ reading time are less than poor learning students;Good learning students’ per unit time to obtain more information than poor learning students;Good learning students’ gaze count less than poor learning students;Good learning students’ gaze duration is shorter than poor learning students;Good learning students’ regressive counts less than poor learning students;Good learning students watching more materials at once than the poor learning students;Good learning students average pupil less than the poor learning students. This proof that reading experience influence students’ reading ability.Good learning students in fifth grade read different difficulty Mongolian materials, the reading comprehension and reading time of difficult materials were significantly worse than and longer than the easy materials.And easy material did not differ significantly with difficult material between the speed of reading, but there are differences. On the eye movement index, gaze counts of difficult material more than the easy;Gaze duration longer than the easy material; Regression times more than easy material;Average pupil of difficult material greater than easy material;But on average saccad distance there are no significant difference between difficult and easy material, which is connected with the characteristics of the text itself.When poor learning students of grade five in primary school read different difficulty Mongolian material, the two measures of reading and the four eye movement indicators of the same hard materials existed significantly difference.For specific performance, hard materials’ reading comprehension and reading time both are poor than the easy materials.With the eye movement index,the gaze counts and regression counts are both more than easy material, fixation duration and average pupils are longer than and greater than the easy material.there are no significant difference between the reading speed and the average saccad distance.