Eye Movement Characteristics And Intervention Of Students In Different Reading Comprehension Levels In Narrative Reading And Voice Reading Mode

Reading is a unique intelligent activity in human society and the most important means of individual learning.Acoustic reading guarantees the individual’s attention to each word,while silent reading guarantees the efficiency of understanding the text.Previous studies have shown that with age,silent reading improves reading efficiency faster,and cognitive development levels have different effects on different reading styles.This study combines reading style with reading level,and uses narrative articles as research materials.Two researches are designed to explore the reading behavior of the second grade students in different reading comprehension levels in silent reading and audio reading.Differences between indicators and eye movement indicators to reveal the best reading comprehension of narratives,and through intervention training,to improve the reading comprehension ability of junior high school studentsThe first study was to observe the difference of eye movement characteristics between the two reading modes of different reading comprehension levels.The research design was a two-factor mixed experiment design,and 32 research subjects with high reading level and low reading level were selected according to reading comprehension scores.The narrative was used as the research material,and the eye movement data was collected by SMI RED telemetry eye tracker.The results showed that in the reading behavior index,the scores of the participants in the silent reading were better than the reading.In the eye movement index,the total number of gaze times and the number of gaze times in the full text of the subject during the reading of the voice are relatively small,and the average saccade is small;the average gaze time and the number of gaze times during the silent reading are found on the eye movement index of the interest area.And the duration of the first fixation point is relatively small.Study 2 selected four subjects with typical characteristics from study 1 to perform 10 silent reading training interventions,using key information extraction,perceptual speed training and other intervention projects,and using the paired sample t test research method to test before and after.The results showed that after the intervention,the number of times of returning the subject was significantly reduced,and the average eye sac was increased.There was no difference in other eye movement indicators.Concluded as follow:(1)In terms of reading behavior indicators,subjects with high reading level were better than those with low reading level in reading indicators.(2)It can be seen from the eye movement index that the high-level subjectscan better encode and process the materials under the two reading modes,while the low reading level subjects show the number of times of returning and the number of gaze times on the silent reading.They find it less efficient to find key information during silent reading.(3)Through the silent reading intervention training for the low-level subjects,the differences before and after the intervention were compared.The average saccade amplitude and the number of gaze after the intervention showed a difference,and the improvement was found.Therefore,the silent reading training in this study promotes the reading of silent reading helpful.