Dual Eye-Tracking and Shared-Book-Reading: Can Seeing Student Gaze Patterns Influence Teacher Beliefs?
The ability to read transforms the way children see printed words around them. When teaching reading, teachers need to be able to appreciate the perspective of an inexperienced reader, and use that appreciation to guide instruction. The present study utilized a novel dual eye-tracking paradigm to show K-1st grade teachers (N=4) where their students (N=16) looked during shared book reading in real time. We hypothesized that student attention to text would be positively correlated with reading ability. We also predicted that teachers would hold inaccurate beliefs regarding student attention to text, and that these beliefs would become more accurate after observing the attention patterns of their students. Our results supported our hypotheses and carry implications for reading instruction and teacher training.
Preeti Samudra is a doctoral candidate in Developmental Psychology. She received her B.A. in Psychology and Communication Studies from University of Michigan Ann Arbor in 2008 and will be receiving her Master’s in Developmental Psychology from Michigan this December. Her research interests include language and literacy development, with particular focus on the processes related to the teaching and learning of reading.