The goal of this case study was to examine a second grader's reading of picture books using eye movement miscue analysis as a method to further understand reading as a meaning-making process. Two picture books with different relationships (e.g., enhanced and counterpoint) were selected because they elicit varied ways of presenting meaning and thus provide a unique opportunity to study reading. Findings from this case study highlight that reading is more than the eyes moving sequentially from word to word while the reader actively constructs meaning. Reading picture books demands an expanded repertoire of strategies since only looking at multimodal signs, such as written and pictorial cues, that are available when reading is not sufficient to ensure full comprehension of picture books. Implications for teaching reading and understanding multimodality in learning are addressed.

This study incorporated eye movement miscue analysis to investigate two secondgraders' oral reading and comprehension of a counterpoint picture book. Findings suggest the second-graders' strategies when reading the written and pictorial text affected their comprehension as opposed to the number and location of their eye movements. Specifically, the data highlight the contextual nature of the counterpoint picture book and how the readers' strategies influenced the ways students navigated the text, what they fixated on while reading the written and pictorial texts, and the effects of these eye movement data on their comprehension. These results highlight the importance of young students' need to be able to distinguish and value the role of written and pictorial sign systems to facilitate success in an ever-expanding multimodal world.

No abstract

No abstract

No abstract