The Relationship between College Students'' Reading Span and Epistemological Belief, Eye Movement Patterns of Reading Headings and Topic Sentences. and Their Reading Comprehension

• Main Authors: Wan-shin Chang, 張菀芯
• Other Authors: I-chung Lu
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/06597703114737322209

碩士 === 國立屏東教育大學 === 心理輔導教育研究所 === 98 === Literature indicates that headings and topic sentences can facilitate text memorization as well as comprehension. One of the most important factors of reading comprehension is reading span, and some researches found that low-span readers can’t use the reading strategies well. However, if low-span readers whose epistemological beliefs are mature, their text memorization and comprehension will be offset by epistemological belief. The purpose of this study is comparing how readers with different reading span and epistemological belief use of headings and topic sentences during reading processes by examining the readers’ eye movement patterns. The participants were 59 readers chosen from students in the Department of Educational Psychology and Counseling, NPUE. The students read an expository text from computer monitor, while their eye movement patterns were recorded by an eye tracker. The results showed significant effects of headings on the first-reread fixation duration and look-back fixation duration. The readers displayed more use of headings during text processing than topic and other sentences. Nevertheless, epistemological beliefs were an offset to the low-span readers