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Objective: Preliminary feasibility and clinical utility research has demonstrated that implementation of a streamlined diagnostic model embedded within primary care clinics promotes

Repeated readings (RR) is an evidence‐based instructional technique in which students read the same text multiple times. Currently, little is known about how effects of RR may differ based on students' achievement levels. Eye tracking provides a means for closely examining instructional effects because it permits measurement of subtle changes that occur during RR. The current study measured changes in the reading behavior of second‐grade students who were divided into two groups of 22 students each based on their reading achievement levels. Participants read a grade‐level passage embedded with low‐ and high‐frequency target words four times in a single session while their eye movements were recorded. Findings replicated those of previous research, suggesting that RR facilitated reading for students in both groups, particularly on low‐frequency target words. Results indicated both similarities and differences in patterns of performance between lower and higher performing readers. Additionally, results implied that effects were greater for lower performing readers because they made greater improvements on high‐frequency target words, whereas effects were diminished for higher performing readers. The findings have implications for improving future eye movement research investigating young students' reading and the efficiency of RR in the classroom.

Reading comprehension assessments often include multiple-choice (MC) questions, but some researchers doubt their validity in measuring comprehension. Consequently, new assessments may include more short-answer (SA) questions. The current study contributes to the research comparing MC and SA questions by evaluating the effects of anticipated question format on elementary students' reading behavior. Third- and fourth-grade participants were divided into the MC ( n = 43) or SA condition ( n = 44) and expected to answer questions consistent with their group assignment. Eye movements (EMs) were analyzed across the passage and on areas significant to its meaning. Correlational analyses between EMs and reading measures were conducted. Findings support modification of question format in reading assessments. Implications for school psychologists, teachers, and EM researchers are addressed.

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