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Mindful Reading: Eye‐Tracking Evidence for Goal‐Directed Instruction
Author(s) -
Mohr Kathleen A.J.,
Downs Jacob D.,
Mohr Eric S.
Publication year - 2020
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.1099
Subject(s) - reading (process) , reading comprehension , psychology , eye tracking , metacognition , tracking (education) , comprehension , reading motivation , focus (optics) , eye movement , cognitive psychology , pedagogy , computer science , linguistics , cognition , artificial intelligence , philosophy , physics , neuroscience , optics , programming language
Eye‐tracking studies have indicated that there are different kinds of silent reading. Simply having eyes on text does not always result in adequate comprehension. Understanding common eye‐tracking measures that distinguish productive reading behaviors can help teachers promote better reading habits among students. This research synthesis highlights the need to focus on reading goals and mindful reading, rather than merely promoting eyes or time on text. The authors provide several instructional options for promoting mindful reading based on eye‐tracking research and suggest ways to coach a more metacognitive approach to comprehension.