Low Spatial Proximity Between Text and Illustrations Improves Children’s Comprehension and Attention: An Eye Tracking Study

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dc.contributor.authorBoyd, Morgan
dc.contributor.authorGodwin, Karrie E.
dc.contributor.authorGurchiek, Emma
dc.contributor.authorFisher, Anna
dc.contributor.authorEng, Cassondra M
dc.date.accessioned2022-07-15T16:05:18Z
dc.date.available2022-07-15T16:05:18Z
dc.date.issued2022
dc.descriptionProceedings of the 44th Annual Conference of the Cognitive Science Societyen_US
dc.description.abstractLearning to read is a critical skill; yet only a small portion of children in the United States are reading at or above grade level. Attention is one crucial process that affects the acquisition of reading skills. The process involves selectively choosing task relevant information and requires monitoring competing demands. Many books for beginning readers include illustrations, but this design choice may require learners to split their attention between multiple sources of information. This study employed eye tracking to examine whether embedding text within illustrations in children’s e-books inadvertently induces attentional competition. The results showed that spatially separating illustrations from the text in beginning reader books reduces attentional competition and improves children’s reading comprehension. This study shows that changes to the design of books for beginning readers can help promote literacy development in children.en_US
dc.description.sponsorshipThis work was supported in part by a National Science Foundation award (BCS-1730060) to A.V.F. and K.E.G. and by the Institute of Education Sciences, U.S. Department of Education, through grant R305B150008 to Carnegie Mellon University. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education. We thank Oceann Stanley, Kristen Boyle, Melissa Pocsai, Emery Noll, and Kristy Zhang for assistance with data collection and data coding. Additional gratitude to Dr. Howard Seltman, Junyi Zhang, Rebecca Gu, Dejia Su, and Grace Chang for assistance with the statistical eye tracking pipeline.en_US
dc.description.urihttps://escholarship.org/uc/item/7nk9q7wj#mainen_US
dc.format.extent8 pagesen_US
dc.genreconference papers and proceedingsen_US
dc.identifierdoi:10.13016/m2tfho-1skd
dc.identifier.citationBoyd, M., Godwin, K. E, Gurchiek, E., Fisher, A., & Eng, C. M. (2022). Low Spatial Proximity Between Text and Illustrations Improves Children’s Comprehension and Attention: An Eye Tracking Study. Proceedings of the Annual Meeting of the Cognitive Science Society, 44. Retrieved from https://escholarship.org/uc/item/7nk9q7wjen_US
dc.identifier.urihttp://hdl.handle.net/11603/25177
dc.language.isoen_USen_US
dc.publisherThe University of Californiaen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Psychology Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)*
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.titleLow Spatial Proximity Between Text and Illustrations Improves Children’s Comprehension and Attention: An Eye Tracking Studyen_US
dc.typeTexten_US

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