Measuring the Eye Gazes and Oral Language Skills of Preschool and Early Elementary Children
| Jacob Richardson, 4th year | |
| Madison Brodoski, 4th year |
Abstract:
The present research uses eyetracking technology to examine how children with limited speech production attended to English phonological awareness (PA) items. Eye tracking, capturing eye-movement patterns with computer technology, has been used with young children, especially beginning readers (Rayner, 1986; Rayner, Ardoin, & Binder, 2013). With respect to early language and emergent literacy, eyetracking has revealed how children attend to recognizing receptive vocabulary items or picture book content (Thompson, Plavnick, & Skibbe, 2018). Determining whether children are focusing on core content impacts the design of early language assessments, especially for children who cannot verbally indicate their responses. Enhancing our understanding of children’s early language processing is critical to monitoring progress and determining appropriate interventions. Thus, this poster presents the eye gazes of preschoolers and early elementary children to investigate the attention they pay to computer-based test items designed to assess emergent literacy. Continue reading “Eye Gazes and Oral Language Skills of Children”
