ABSTRACT

This study used wrap-up effects on eye movements to assess the relationship between online reading behavior and comprehension. Participants, assessed on measures of reading, vocabulary, and spelling, read short passages that manipulated whether a syntactic boundary was unmarked by punctuation, weakly marked by a comma, or strongly marked by a period. Comprehension demands were manipulated by presenting questions after either 25% or 100% of passages. Wrap-up effects at punctuation boundaries manifested principally in rereading of earlier text and were more marked in lower proficiency readers. High comprehension load was associated with longer total reading time but had little impact on wrap-up effects. The relationship between eye movements and comprehension accuracy suggested that poor comprehension was associated with a shallower reading strategy under low comprehension demands. The implications of these findings for understanding how the processes involved in self-regulating comprehension are modulated by reading proficiency and comprehension goals are discussed.

抽象的

这项研究使用了对眼球运动的包裹效应来评估在线阅读行为与理解之间的关系。参加者在阅读，词汇和拼写方面进行了评估，他们阅读了一些简短的文章，这些文章操纵的语法边界是标点符号未标记，逗号是弱标记还是是强标记一段时期。通过在25％或100％的段落之后提出问题来操纵理解要求。标点符号边界处的总结效果主要表现在对较早文本的重读中，而在较低水平的读者中更明显。高理解力与更长的总阅读时间有关，但对总结效果影响不大。眼动与理解准确性之间的关系表明，在低理解要求下，理解能力差与阅读策略较浅有关。讨论了这些发现对于理解如何通过阅读能力和理解目标来调节自我调节理解过程的意义。