Developmental Trajectories of Eye Movement in Reading Among Third- to Fifth-Grade Children and Their Relationship with Reading Comprehension

doi:10.12139/j.1672-0628.2026.02.003

Abstract

Abstract: In this study, eye-tracking technology was employed to examine the developmental trajectories of eye movement patterns among primary school students and to explore the correlation between reading comprehension and reading cognitive strategies. A total of 291 children from grades 3 to 5 participated in the study. They were instructed to read twelve texts while their eye movements and reading comprehension scores were recorded. Based on their reading comprehension scores, participants were classified into highly- and less-skilled comprehenders. The results revealed that: 1) Eye movement patterns in children from grades 3 and 4 remained relatively stable, while significant developmental changes were observed in grade 5, suggesting that the transition from grade 4 to grade 5 is a critical period for eye movement development during reading. 2) Highly-skilled comprehenders employed more cautious reading strategies, characterized by reduced reading speed and increased regression, to enhance comprehension. The study concludes that children develop “high accuracy focus” reading strategy throughout elementary education.

Key words: eye movement, reading comprehension proficiency, reading cognitive strategies, primary school students

摘要： 基于眼动追踪技术，考察小学生阅读眼动模式的发展特点，以及阅读理解水平是否与阅读认知策略相关。记录291名三至五年级儿童篇章阅读的眼动轨迹及阅读理解成绩，并依据阅读理解成绩将儿童分为高、低理解组。结果发现：(1)三、四年级儿童的阅读眼动模式相对稳定，五年级表现出显著发展，表明四到五年级是儿童阅读眼动模式发展的敏感期。(2)高理解组儿童采用更谨慎的阅读认知策略，通过降低阅读速度、增加回视行为以保证理解质量。研究表明，儿童在小学阶段习得“高准确度倾向”的阅读认知策略。

关键词: 眼动, 阅读理解水平, 阅读认知策略, 小学生

CLC Number:

B842

WANG Yake, ZHANG Yuxuan, FENG Linlin, KA Mingfang, LIANG Feifei. Developmental Trajectories of Eye Movement in Reading Among Third- to Fifth-Grade Children and Their Relationship with Reading Comprehension[J]. Studies of Psychology and Behavior, 2026, 24(2): 161-169.

王娅珂, 张雨轩, 冯琳琳, 卡明芳, 梁菲菲. 小学三到五年级儿童阅读眼动模式的发展及其与阅读理解的关系[J]. 心理与行为研究, 2026, 24(2): 161-169.

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