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Reliability and Validity of Eye Movement Measures of Children's Reading
Author(s) -
Foster Tori E.,
Ardoin Scott P.,
Binder Katherine S.
Publication year - 2017
Publication title -
reading research quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.162
H-Index - 90
eISSN - 1936-2722
pISSN - 0034-0553
DOI - 10.1002/rrq.182
Subject(s) - psychology , eye movement , normative , reading (process) , reliability (semiconductor) , validity , reading comprehension , developmental psychology , cognitive psychology , psychometrics , linguistics , philosophy , power (physics) , physics , quantum mechanics , neuroscience , epistemology
Although strong claims have been made regarding the educational utility of eye tracking, such statements seem somewhat unfounded in the absence of clear evidence regarding the technical adequacy of eye movement ( EM ) data. Past studies have yielded direct and indirect evidence concerning the utility of EM s as measures of reading, but recent research explicitly investigating their reliability and validity has been lacking. The current study updates and extends past research by investigating the reliability and validity of recently used EM measures of children's reading. Participants were 175 second‐grade students whose EM s were monitored during silent reading of narrative text(s) at two timepoints. Participants were also individually administered measures of reading achievement. Results indicate adequate reliability and validity for passage‐level measures of fixation duration but suggest that elementary students’ reading behaviors relative to specific words are weakly associated with their normative levels of reading achievement.