Su Zhuqing, Wang Yifang, Sun Yadong, Ding Jinhong, Ma Zhuoya
Department of Psychology, Capital Normal University, Beijing, China.
Department of Preschool Education, Yichun Early Childhood Teachers College, Yichun, China.
Front Psychol. 2018 Sep 24;9:1753. doi: 10.3389/fpsyg.2018.01753. eCollection 2018.
This study examined the effects of two reading styles (i.e., reading with a narrator and reading independently), receptive vocabulary and literacy on children's eye movement patterns. The sample included 46 Chinese children (aged 4-6 years) who were randomly assigned to two reading styles and read the same picture book on a screen. The results indicated that the higher the children's receptive vocabulary was, the sooner they fixated on the text. Overall, the children's fixation probability (i.e., the time spent viewing the text zones as a proportion of full-page viewing time during each period) decreased with time when reading independently but increased with time when reading with a narrator. For children in senior kindergarten, reading with a narrator is thought to help establish and consolidate the links between speech and text and thus promote reading acquisition.
本研究考察了两种阅读方式（即听读和自主阅读）、接受性词汇和读写能力对儿童眼动模式的影响。样本包括46名中国儿童（4至6岁），他们被随机分配到两种阅读方式中，并在屏幕上阅读同一本图画书。结果表明，儿童的接受性词汇越高，他们注视文本的时间就越早。总体而言，儿童自主阅读时的注视概率（即每个时间段内注视文本区域的时间占整页观看时间的比例）随时间下降，但听读时则随时间增加。对于大班儿童来说，听读被认为有助于建立和巩固语音与文本之间的联系，从而促进阅读能力的习得。
