Reading strategy instruction has been an important area in educational psychology for decades, however, research has primarily focused on its influence on learning outcomes rather than learning processes; reading pure texts rather than illustrated texts; and immediate effect rather than retention effect. This study used an eye-tracker to investigate the immediate and delayed effects of text–diagram reading instruction on reading comprehension and learning processes in illustrated text reading. Fourth-grade students with high (N = 66) and low reading ability (N = 66) were randomly assigned to one of three groups: a text–diagram group who received text–diagram instruction which emphasized diagram decoding and integration of relevant textual and pictorial information, a placebo group who received instruction which emphasized comprehension monitoring, and a control group which received no reading instruction. All participants read four illustrated science texts for a baseline check, instructional example, immediate testing, and delayed testing. The results showed that the effect of text–diagram instruction was more evident in the immediate test than the delayed test. The eye-movement pattern showed that the students who received text–diagram reading instruction spent significantly more reading time on illustrations, made more integrative transitions between text and illustrations, and spent a higher proportion of total reading time on illustrations in immediate and delayed reading situations than the other groups. Overall, this study developed an effective text–diagram instruction method to promote reading comprehension, identified the reading processes underlying the effect of text–diagram strategy instruction, and depicted the changing appearances of reading instruction intervention over time.

几十年来，阅读策略教学一直是教育心理学的重要领域，然而，研究主要集中在其对学习成果的影响上，而不是学习过程上。阅读纯文本而不是插图文本；和立竿见影的效果，而不是保留效果。这项研究使用眼动仪调查了文字图阅读教学对插图文字阅读中阅读理解和学习过程的即时和延迟影响。高（N  = 66）和低阅读能力（N的四年级学生 = 66）被随机分配到以下三个组之一：一个文本-图组，接收强调图解码和相关文本和图形信息集成的文本-图指令；一个安慰剂组，接收侧重于理解监控的指令；以及一个对照组没有阅读指示的小组。所有参与者都阅读了四本带插图的科学课本，以进行基线检查，指导示例，立即测试和延迟测试。结果表明，文字文字教学的效果在即时测试中比在延迟测试中更为明显。眼动模式表明，接受文字-图表阅读指导的学生在插图上花费了更多的阅读时间，在文字和插图之间进行了更多的整合过渡，与其他组相比，在即时和延迟阅读情况下，插图在总阅读时间上所花费的比例更高。总体而言，这项研究开发了一种有效的文本-图表教学方法，以促进阅读理解，确定了文本-图表策略教学效果背后的阅读过程，并描述了随着时间的推移，阅读教学干预的变化形式。