A Preliminary Study of the Eye-Gaze Patterns and Reading Comprehension Skill of Students on the Autism Spectrum
Objectives To identify, using eye-tracking technology, if readers on the autism spectrum (AS) would exhibit longer mean fixation times during question-answering but similar levels of comprehension accuracy to typically developing (TD) individuals. Methods The eye-gaze behavior of two school-aged aut...
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| Veröffentlicht in: | Advances in neurodevelopmental disorders 2022-06, Vol.6 (2), p.178-183 |
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| container_title | Advances in neurodevelopmental disorders |
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| creator | Drysdale, Bradley M. Furlonger, Brett E. Anderson, Angelika Moore, Dennis W. |
| description | Objectives
To identify, using eye-tracking technology, if readers on the autism spectrum (AS) would exhibit longer mean fixation times during question-answering but similar levels of comprehension accuracy to typically developing (TD) individuals.
Methods
The eye-gaze behavior of two school-aged autistic children and two TD children with similar reading abilities, age, gender, and grade level, was tracked while they read age-appropriate passages and answered related comprehension questions.
Results
Both participants on the AS displayed longer mean fixations than TD participants during question-answering. Despite the longer fixations during question-answering, the accuracy of the participants on the AS was equal to or superior to those of the TD participants.
Conclusions
Longer mean fixation durations during question-answering did not result in lower reading comprehension scores. |
| doi_str_mv | 10.1007/s41252-022-00243-z |
| format | Article |
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To identify, using eye-tracking technology, if readers on the autism spectrum (AS) would exhibit longer mean fixation times during question-answering but similar levels of comprehension accuracy to typically developing (TD) individuals.
Methods
The eye-gaze behavior of two school-aged autistic children and two TD children with similar reading abilities, age, gender, and grade level, was tracked while they read age-appropriate passages and answered related comprehension questions.
Results
Both participants on the AS displayed longer mean fixations than TD participants during question-answering. Despite the longer fixations during question-answering, the accuracy of the participants on the AS was equal to or superior to those of the TD participants.
Conclusions
Longer mean fixation durations during question-answering did not result in lower reading comprehension scores.</description><identifier>ISSN: 2366-7532</identifier><identifier>EISSN: 2366-7540</identifier><identifier>DOI: 10.1007/s41252-022-00243-z</identifier><language>eng</language><publisher>Cham: Springer International Publishing</publisher><subject>Achievement tests ; Autism ; Behavioral Science and Psychology ; Calibration ; Child and School Psychology ; Developmental Psychology ; Listening comprehension ; Neurosciences ; Original Paper ; Psychiatry ; Psychology ; Public Health ; Reading comprehension ; Skills ; Social Work ; Students</subject><ispartof>Advances in neurodevelopmental disorders, 2022-06, Vol.6 (2), p.178-183</ispartof><rights>The Author(s) 2022</rights><rights>The Author(s) 2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c363t-b4963741d02f8dc393002a567f36d895a220010ed37b5e3701f4dfefe376c8023</citedby><cites>FETCH-LOGICAL-c363t-b4963741d02f8dc393002a567f36d895a220010ed37b5e3701f4dfefe376c8023</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s41252-022-00243-z$$EPDF$$P50$$Gspringer$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s41252-022-00243-z$$EHTML$$P50$$Gspringer$$Hfree_for_read</linktohtml><link.rule.ids>314,776,780,27901,27902,41464,42533,51294</link.rule.ids></links><search><creatorcontrib>Drysdale, Bradley M.</creatorcontrib><creatorcontrib>Furlonger, Brett E.</creatorcontrib><creatorcontrib>Anderson, Angelika</creatorcontrib><creatorcontrib>Moore, Dennis W.</creatorcontrib><title>A Preliminary Study of the Eye-Gaze Patterns and Reading Comprehension Skill of Students on the Autism Spectrum</title><title>Advances in neurodevelopmental disorders</title><addtitle>Adv Neurodev Disord</addtitle><description>Objectives
To identify, using eye-tracking technology, if readers on the autism spectrum (AS) would exhibit longer mean fixation times during question-answering but similar levels of comprehension accuracy to typically developing (TD) individuals.
Methods
The eye-gaze behavior of two school-aged autistic children and two TD children with similar reading abilities, age, gender, and grade level, was tracked while they read age-appropriate passages and answered related comprehension questions.
Results
Both participants on the AS displayed longer mean fixations than TD participants during question-answering. Despite the longer fixations during question-answering, the accuracy of the participants on the AS was equal to or superior to those of the TD participants.
Conclusions
Longer mean fixation durations during question-answering did not result in lower reading comprehension scores.</description><subject>Achievement tests</subject><subject>Autism</subject><subject>Behavioral Science and Psychology</subject><subject>Calibration</subject><subject>Child and School Psychology</subject><subject>Developmental Psychology</subject><subject>Listening comprehension</subject><subject>Neurosciences</subject><subject>Original Paper</subject><subject>Psychiatry</subject><subject>Psychology</subject><subject>Public Health</subject><subject>Reading comprehension</subject><subject>Skills</subject><subject>Social Work</subject><subject>Students</subject><issn>2366-7532</issn><issn>2366-7540</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>C6C</sourceid><recordid>eNp9kDFPwzAQhS0EElXpH2CyxBxwbMdJx6oqBakSFYXZcuNzm9I4wXaG9tfjEAQbw-lOp3vv6T6EblNynxKSP3ie0owmhMYilLPkfIFGlAmR5Bknl78zo9do4v2BEJIWGWW8GKFmhtcOjlVdWeVOeBM6fcKNwWEPeHGCZKnOgNcqBHDWY2U1fgWlK7vD86ZuHezB-qqxePNRHY-9sHcAGzyOy95k1oXK13jTQhlcV9-gK6OOHiY_fYzeHxdv86dk9bJ8ns9WSckEC8mWTwXLeaoJNYUu2ZTFz1QmcsOELqaZojQ-QUCzfJsBy0lquDZg4ijKglA2RneDb-uazw58kIemczZGSlpEaDwTMWiM6HBVusZ7B0a2rqojCJkS2bOVA1sZ2cpvtvIcRWwQ-Xhsd-D-rP9RfQHGHHwM</recordid><startdate>20220601</startdate><enddate>20220601</enddate><creator>Drysdale, Bradley M.</creator><creator>Furlonger, Brett E.</creator><creator>Anderson, Angelika</creator><creator>Moore, Dennis W.</creator><general>Springer International Publishing</general><general>Springer Nature B.V</general><scope>C6C</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20220601</creationdate><title>A Preliminary Study of the Eye-Gaze Patterns and Reading Comprehension Skill of Students on the Autism Spectrum</title><author>Drysdale, Bradley M. ; Furlonger, Brett E. ; Anderson, Angelika ; Moore, Dennis W.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c363t-b4963741d02f8dc393002a567f36d895a220010ed37b5e3701f4dfefe376c8023</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Achievement tests</topic><topic>Autism</topic><topic>Behavioral Science and Psychology</topic><topic>Calibration</topic><topic>Child and School Psychology</topic><topic>Developmental Psychology</topic><topic>Listening comprehension</topic><topic>Neurosciences</topic><topic>Original Paper</topic><topic>Psychiatry</topic><topic>Psychology</topic><topic>Public Health</topic><topic>Reading comprehension</topic><topic>Skills</topic><topic>Social Work</topic><topic>Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Drysdale, Bradley M.</creatorcontrib><creatorcontrib>Furlonger, Brett E.</creatorcontrib><creatorcontrib>Anderson, Angelika</creatorcontrib><creatorcontrib>Moore, Dennis W.</creatorcontrib><collection>Springer Nature OA Free Journals</collection><collection>CrossRef</collection><jtitle>Advances in neurodevelopmental disorders</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Drysdale, Bradley M.</au><au>Furlonger, Brett E.</au><au>Anderson, Angelika</au><au>Moore, Dennis W.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A Preliminary Study of the Eye-Gaze Patterns and Reading Comprehension Skill of Students on the Autism Spectrum</atitle><jtitle>Advances in neurodevelopmental disorders</jtitle><stitle>Adv Neurodev Disord</stitle><date>2022-06-01</date><risdate>2022</risdate><volume>6</volume><issue>2</issue><spage>178</spage><epage>183</epage><pages>178-183</pages><issn>2366-7532</issn><eissn>2366-7540</eissn><abstract>Objectives
To identify, using eye-tracking technology, if readers on the autism spectrum (AS) would exhibit longer mean fixation times during question-answering but similar levels of comprehension accuracy to typically developing (TD) individuals.
Methods
The eye-gaze behavior of two school-aged autistic children and two TD children with similar reading abilities, age, gender, and grade level, was tracked while they read age-appropriate passages and answered related comprehension questions.
Results
Both participants on the AS displayed longer mean fixations than TD participants during question-answering. Despite the longer fixations during question-answering, the accuracy of the participants on the AS was equal to or superior to those of the TD participants.
Conclusions
Longer mean fixation durations during question-answering did not result in lower reading comprehension scores.</abstract><cop>Cham</cop><pub>Springer International Publishing</pub><doi>10.1007/s41252-022-00243-z</doi><tpages>6</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Achievement tests Autism Behavioral Science and Psychology Calibration Child and School Psychology Developmental Psychology Listening comprehension Neurosciences Original Paper Psychiatry Psychology Public Health Reading comprehension Skills Social Work Students |
| title | A Preliminary Study of the Eye-Gaze Patterns and Reading Comprehension Skill of Students on the Autism Spectrum |
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