The reliability and validity of photographic eye-movement records.

Eurich, Alvin C.

doi:10.1037/h0071126

Cited by 17 publications

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“…Employing perception time—a proxy for reading speed, calculated by summing fixation time—as a criterion against which to judge other EM measures, researchers labeled fixation frequency as a satisfactory measure of reading, regression frequency as a fair measure, and fixation duration as a poor measure (Futch, ; Tinker & Frandsen, ). Of note, these conclusions were consistent with earlier results suggesting greater criterion‐related validity for fixation frequency than for fixation duration (Eurich, ). Thus, although aforementioned validity coefficients indicated nonoptimal criterion‐related validity of EM measures in general, researchers noted differences in the technical adequacy and utility associated with each measure (Tinker & Frandsen, ).…”

Section: Direct Examinations Of Reliability and Validitysupporting

confidence: 91%

“…Reported reliability coefficients (corrected for the full length of reading material, when applicable) were generally high, ranging from .78 to .92 (Litterer, ), from .73 to .91 (Eurich, ), from .86 to .91 (Eurich, ), from .55 to .93 (Tinker & Frandsen, ), and from .80 to .94 (Futch, ). Taken together, these results suggested that EM measures captured reading behavior in a consistent manner throughout and across different types of reading material.…”

Section: Direct Examinations Of Reliability and Validitymentioning

confidence: 99%

“…In contrast, studies revealed limited criterion‐related validity, as reflected by correlations between EM data and participants’ performance on assessments of reading speed, vocabulary, paragraph reading, comprehension, and broad reading achievement. Reported validity coefficients indicated only moderate to fair relations between EMs and tested reading skills, ranging from −.316 to −.617 (Litterer, ), from −.02 to −.25 (Eurich, ), from −.18 to −.55 (Eurich, ), .01 to −.34 (Futch, ), and .01 to −.66 (Tinker, ). Results suggested that EM measures lacked sufficient validity to function satisfactorily as diagnostic measures of reading rate or comprehension (Eurich, ).…”

Section: Direct Examinations Of Reliability and Validitymentioning

confidence: 99%

“…Results suggested that EM measures lacked sufficient validity to function satisfactorily as diagnostic measures of reading rate or comprehension (Eurich, ). That is, EM measures appeared to capture some aspect of reading performance distinct from rate or comprehension as measured by standardized tests (Eurich, ). As a result, researchers posited that students earning similar criterion scores might exhibit markedly different EM patterns during reading (Futch, ).…”

Section: Direct Examinations Of Reliability and Validitymentioning

confidence: 99%

“…In several of these studies, researchers also analyzed the intercorrelations between EM measures (i.e., perception time, fixation frequency, regression frequency, pause/fixation duration) to investigate their relative utility and the relations between them (Eurich, , ; Futch, ; Tinker & Frandsen, ). Across studies, results revealed that different EM measures did not appear to measure the same reading functions (Tinker & Frandsen, ).…”

Section: Direct Examinations Of Reliability and Validitymentioning

confidence: 99%

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Reliability and Validity of Eye Movement Measures of Children's Reading

Foster

Ardoin

Binder

2017

Reading Research Quarterly

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. Her clinical and research interests revolve around increasing access to evidencebased assessment and therapeutic services and coordination of care across systems for children with or at risk for developmental, behavioral health, and academic concerns.SCOTT P. ARDOIN (corresponding author) is a professor in the School Psychology Program, the head of the Department of Educational Psychology, and a codirector of the Center for Autism and Behavioral Education Research at The University of Georgia, Athens, USA; e-mail spardoin@uga.edu. He conducts research employing the principles of behavioral analysis to improve academic assessment and intervention practices conducted within school settings. KATHERINE S. BINDER is a professor and the chair of the Department of Psychology and Education at Mount Holyoke College, South Hadley, Massachusetts, USA; e-mail kbinder@mtholyoke.edu. She is interested in how children and adults with low literacy skills learn to read.

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Section: Direct Examinations Of Reliability and Validitysupporting

confidence: 91%

Section: Direct Examinations Of Reliability and Validitymentioning

confidence: 99%

Section: Direct Examinations Of Reliability and Validitymentioning

confidence: 99%

Section: Direct Examinations Of Reliability and Validitymentioning

confidence: 99%

Section: Direct Examinations Of Reliability and Validitymentioning

confidence: 99%

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Reliability and Validity of Eye Movement Measures of Children's Reading

Foster

Ardoin

Binder

2017

Reading Research Quarterly

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The relation of chronological age to achievement in the study of French.

Finch¹,

Floyd²

1935

Journal of Educational Psychology

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The extent to which achievement in the study of language is related to age has been made the subject of little careful investigation. The nature of some of the more important studies of this relationship, together with the conclusions reached, will be discussed briefly before any new data are presented.Cheydleur 4 compared the achievement in French of thirty-nine adults ranging in age from eighteen to sixty-two years with that of fifty-four college freshmen. He used as a measure of achievement the American Council Alpha French Tests. When the adults had devoted forty-two class hours and the college students sixty-four class hours to instruction in French, the test revealed approximately the same average score in the two groups. The scores of the adults were more variable than were those of the younger students. When twice the above time had been devoted to the study of French, thirty-two adults and forty-six college students were again tested. The scores at this time indicated some superiority of the adult group. When the sections of the tests are considered separately, the adults appear superior in vocabulary and silent reading, but inferior in grammar. It is not easy to evaluate the effects of differences in time available or, what is more important, differences in motivation, interest, and ability arising from selective factors determining the composition of the two groups.Buswell 3 photographed the eye movements of subjects of various ages while reading French. Unfortunately data were collected on very small groups of students, and while great care was apparently exercised in obtaining records on the subjects being studied, it is difficult to determine how nearly these small samples are typical of the ages and grades which they represent. Furthermore, there may be some question as to the validity of photographic records of eye movements as measures of achievement in the reading of a language. l While Buswell concludes that the elementary school groups are distinctly inferior to the others, on certain selections his college freshmen make a poorer showing than either elementary or high school students, and on two 1 Eurich' found little relationship between scores on a number of reading tests and photographic records of eye movements on college students., "52

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The relationship between factors of ocular efficiency and eye-movement measures at the college level.

Walker¹,

Molish²

1941

Journal of Educational Psychology

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The reliability and validity of photographic eye-movement records.

Cited by 17 publications

References 0 publications

Reliability and Validity of Eye Movement Measures of Children's Reading

Reliability and Validity of Eye Movement Measures of Children's Reading

The relation of chronological age to achievement in the study of French.

The relationship between factors of ocular efficiency and eye-movement measures at the college level.

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