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KMID : 1036820180230040914
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Communication Sciences & Disorders
2018 Volume.23 No. 4 p.914 ~ p.928
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Reading Comprehension and Reading Processing of School-Aged Children with Specific Language Impairment Using Eye Tracker
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Kang Si-Nae
Yim Dong-Sun
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Abstract
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Objectives: This study investigated the characteristics of reading comprehension and reading process in children with specific language impairment (SLI) compared with typically developing children using an eye tracker. Additionally, the study examined how reading ability correlates with vocabulary, personal background knowledge, and working memory, which is known as the basis of language development.
Methods: The participants were 12 children with SLI and 15 typically developing children between the 2nd and 4th grades of elementary school. In order to investigate the difference of reading comprehension between groups, three kinds of questions were used and an eye tracker was used to analyze the characteristics of the reading process. Also receptive & expressive vocabulary and two working memory tasks were performed to investigate correlation with reading comprehension.
Results: The results showed that children with SLI need significantly longer reading time and on average need more fixation time than typically developing children. The total time of fixation was significantly higher than that of typically developing children. Secondly, children with SLI showed significantly lower performance in reading comprehension in all three types of questions tasks. Thirdly, reading comprehension was significantly correlated with the receptive & expressive vocabulary.
Conclusion: Children with SLI showed longer reading time and longer mean of fixation time. This study design allowed us to better understand the limitations of previous studies in word or sentence by using the story at the level of discourse appropriate to the level of school age children in the task.
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KEYWORD
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Eye-tracker, Eye movement, Reading comprehension, Specific language impairment
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