Does word boundary information facilitate Chinese sentence reading in children as beginning readers?

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-10-18 DOI:10.1016/j.learninstruc.2024.102034

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引用次数: 0

Abstract

Background

Previous studies showed inconsistent results on whether providing word boundary information using spaces or alternating colors across words would facilitate children's Chinese reading performance.

Aims

We speculated that this inconsistency was related to individual difference in the ability to adjust visual routines for reading established through prior experience in response to the word boundary information. We hypothesized that (1) children who had greater ability to change eye movement behavior according to the word boundary manipulation would benefit more in reading performance; (2) using spaces as word boundaries changed the global configuration of original sentences, which may require more adjustment from the established visual routine, leading to less facilitation.

Samples

Sixty-three grade 2–3 primary school children.

Methods

Children read regular Chinese sentences and sentences with either spaces or alternating colors as word boundary markers and answered related comprehension questions with eye tracking.

Results

Eye Movement analysis with Hidden Markov Models (EMHMM) revealed two representative gaze transition patterns through clustering: a more sequential and a less sequential pattern. As compared with regular sentences, when using alternating colors as word boundary markers, a larger gaze transition pattern change towards the more sequential pattern was correlated with a larger increase in comprehension accuracy. This effect was not observed when using spaces as word boundary markers.

Conclusions

An instructional design should consider its potential costs on the cognitive processes established during prior learning, as well as the potential individual differences in the ability to adjust the existing processing strategy according to the new instructions.

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词界信息是否有助于儿童的中文句子阅读？

背景以往的研究表明，使用空格或颜色交替的方式提供单词边界信息是否会促进儿童的中文阅读表现，结果并不一致。目的我们推测，这种不一致与个体差异有关，即个体根据先前的经验调整阅读视觉程序的能力，以应对单词边界信息。我们假设：(1) 根据词界操作改变眼动行为的能力较强的儿童在阅读表现上获益较多；(2) 使用空格作为词界改变了原句子的整体结构，这可能需要从已建立的视觉常规中进行更多调整，从而导致促进作用减弱。方法儿童阅读普通中文句子和使用空格或交替颜色作为词界标记的句子，并通过眼动跟踪回答相关的理解问题。结果使用隐马尔可夫模型进行的眼动分析（EMHMM）通过聚类发现了两种有代表性的注视转换模式：一种是顺序性较强的模式，另一种是顺序性较弱的模式。与普通句子相比，当使用交替颜色作为单词边界标记时，向更有顺序模式的注视转换模式变化越大，理解准确率就越高。结论教学设计应考虑其对先前学习过程中建立的认知过程的潜在成本，以及根据新指令调整现有处理策略的能力方面的潜在个体差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.