The link between text difficulty, reading speed and exploration of printed text during shared book reading

Roy-Charland, Annie; Perron, Mélanie; Turgeon, Krystle-Lee; Hoffman, Nichola; Chamberland, Justin

doi:10.1007/s11145-016-9624-1

Cited by 7 publications

(6 citation statements)

References 12 publications

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“…Since comprehension was the same or better in these studies, inbuilt narration may be more efficient than independent reading (Chaudhry, 2014;Dore et al, 2018). But, faster reading may negatively impact children's learning of other elements of the text; for example, by reducing processing of print (Roy-Charland, Perron, Turgeon, Hoffman, & Chamberland, 2016). It should, however, be noted that the speed of reading may interact with the reading context and child age.…”

Section: Inbuilt Narrationmentioning

confidence: 72%

The impact of mobile application features on children’s language and literacy learning: a systematic review

Booton

Hodgkiss

Murphy

2021

Computer Assisted Language Learning

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Mobile touchscreen applications present new opportunities for children's language learning. This systematic review synthesizes the evidence on the impact of features of mobile applications on children's language learning. Experimental studies published from 2010 onwards with children aged 3 to 11 years old were included. Of the 1,081 studies screened, 11 studies were identified, which examined four features of mobile touchscreen applications: inbuilt narration, real-time conversation prompts, augmented reality (AR), and hotspots. Inbuilt narration had a positive impact on story comprehension and word learning compared to reading alone but not shared reading with an adult. Real-time conversation prompts improved the quality and quantity of adult-child talk, and AR supported language learning ostensibly via increased motivation. No evidence was found for an impact of text-relevant hotspots. Limitations of the existing literature are discussed, and a strong case is made for further research in the area, particularly that which builds on learning theory and existing qualitative research.New technologies can provide new opportunities for gaining language and literacy skills for adults and children. The field of Mobile Assisted Language Learning (MALL) has generated promising insights on language learning using digital technologies for adult learners (Lin & Lin, 2019;Sung, Chang, & Yang, 2015), and emerging research on mobile, touchscreen devices such as tablets and smartphones with adults and children suggests that these now ubiquitous tools can support language skills too (Godwin-Jones, 2017;Neumann & Neumann, 2017). Looking beyond questions of whether such technologies can support learning, new empirical research is exploring how, by examining which specific features of mobile touchscreen devices have an impact on language learning (Jin,

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Section: Inbuilt Narrationmentioning

confidence: 72%

The impact of mobile application features on children’s language and literacy learning: a systematic review

Booton

Hodgkiss

Murphy

2021

Computer Assisted Language Learning

View full text Add to dashboard Cite

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“…One possible explanation may be students' prior science experiences result in this observational learning behavior. Another possible explanation is to correspond to the statement that people who read easy texts use less cognitive capacity, leaving more capacity for processing other tasks (Roy-Charland et al, 2016). However, the two groups spent a similar amount of time on preparing and planning the pulley system.…”

Section: Conclusion and Discussionmentioning

confidence: 94%

“…One possible explanation was because the difficult article contains more unfamiliar academic language and higher lexical density (Halliday & Martin, 1993;Snow, 2010;Wellington & Osborne, 2001) and requires hands-on manipulation to concretize abstract concepts (Osborne et al, 2016;Patterson et al, 2018). Although reading difficult texts might occupy learners' cognitive capacity (Roy-Charland et al, 2016), using hands-on manipulation could help them free up some cognitive capacity. The tactile sense could assist the visual sense in understanding phenomena (Lazonder & Ehrenhard, 2014).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Patterson et al (2018) and van den Broek (2010) indicated that if students misunderstand science texts, they demonstrate poor conceptual understanding. Previous research has shown that reading easy texts requires less cognitive capacity, leaving more capacity for other cognitive tasks (Roy-Charland et al, 2016).…”

Section: Relevant Factors That Influence Reading Comprehension and Hands-on Manipulationmentioning

confidence: 99%

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Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study

Jian

2021

J Res Sci Teach

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This study used eye-movement tracking to investigate how students engage with the learning process of reading science articles with or without hands-on manipulation of a pulley system and their influences on learning outcomes. This experiment used a 2 (reading easy or difficult articles) Â 2 (with or without hands-on manipulation) between-subject design. Seventy-nine undergraduate students participated. They first read a science article about rotational mechanics and then completed a problem-solving task. While completing the problem-solving task, the two pure reading groups could reread the article to write down their answers, and the two read-and-manipulation groups were allowed to manipulate the pulley system in addition to reading the article. The participants' eye movements were recorded during the completion of this task.Results showed that hands-on manipulation benefited those learners who read the difficult article, since they had better scores regarding the problem-solving task; this was not the case for those who read the easy article. Eye movement data showed that the two pure reading groups spent more processing time rereading the article as well as writing their answers to the problemsolving task than did the other two read-and-

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“…In addition, a number of investigators have used eye-tracking measures to determine the extent to which young children fixate on the print during book reading. Such work has consistently shown that young children rarely attend to the print in books during read-alouds, and largely attend to the illustrations (Evans and Saint-Aubin, 2005; Evans et al, 2008, 2009; Justice et al, 2005; Roy-Charland et al, 2007, 2015, 2016).…”

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confidence: 99%

Associations between young children’s  print fixations during book reading and  their early literacy skills

Liu

Jiang

et al. 2020

Journal of Chinese Writing Systems

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In the current study, the potentially causal association between young children’s fixations on print and their early literacy ability was explored. The primary purpose was to determine the potentially reciprocal relations between print fixations and literacy abilities, such that print fixations and early literacy skills reciprocally enhance one another rather than one having a direct effect on the other (e.g., fixation on print leads to improvement in early literacy skills). Visual fixations on print for 95 Chinese children ranging in age from 4 to 6 years were recorded using an eye tracker, and their early literacy abilities (vocabulary, orthographic awareness and reading ability) were concurrently examined. Results of structural equation models designed to test different pathways through which print fixations and early literacy skills are related revealed that the reciprocal relationship between print fixations and early literacy skills was not supported, and that fixations on print seem to have a direct effect on children’s literacy skills.

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The link between text difficulty, reading speed and exploration of printed text during shared book reading

Cited by 7 publications

References 12 publications

The impact of mobile application features on children’s language and literacy learning: a systematic review

The impact of mobile application features on children’s language and literacy learning: a systematic review

Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study

Associations between young children’s  print fixations during book reading and  their early literacy skills

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The link between text difficulty, reading speed and exploration of printed text during shared book reading

Cited by 7 publications

References 12 publications

The impact of mobile application features on children’s language and literacy learning: a systematic review

The impact of mobile application features on children’s language and literacy learning: a systematic review

Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study

Associations between young children’s print fixations during book reading and their early literacy skills

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Associations between young children’s  print fixations during book reading and  their early literacy skills