The Impact of Reading Modalities and Text Types on Reading in School-Age Children: An Eye-Tracking Study

Abstract

This study examined the eye movement patterns of 317 elementary students across reading conditions (audio-assisted reading (AR) and reading-only (R)) and text types (fiction and non-fiction) and identified eye movement parameters that predict their literal comprehension (LC) and inferential comprehension (IC). Participants, randomly assigned to either reading condition and either text type, answered questions assessing their LC and IC. Average fixation duration (AFD), total fixation duration (TFD), and scanpath length were used as eye movement parameters. The main effects of age were observed on all parameters, along with interaction effects between age and reading condition on TFD and scanpath length. These results indicate that children employ different reading strategies, depending on reading modalities and text types. When controlling for age, TFD had a positive impact on the LC of both text types in the AR, while in the R, it had a negative effect on the IC of both text types. Longer scanpaths predicted the IC of fiction in the AR; the LC and IC of non-fiction under the AR; and the LC of non-fiction within the R. AFD had a negative influence on the IC of fiction in the AR, as well as on the LC and IC of non-fiction in the AR, and the LC of non-fiction under the R. These findings highlight the importance of selecting appropriate reading strategies, based on reading modality and text type, to enhance reading comprehension. This study offers guidance for educators when providing reading instruction to school-age children.