The Effect of Alternating-Color Word Boundary on Oral and Silent Reading in Grade 1 Chinese Children: Evidence from Eye Movements

Abstract

Abstract: To explore the effect of word boundary on different reading modes, the present study compared the effect of word boundary on first grader’s oral and silent reading discourse with alternating colors to mark word boundaries by eye-tracking technology. The results showed that word boundary significantly improved the reading efficiency of first grader’s reading aloud, and this promotion was mainly in the late vocabulary processing and information integration stage. However, there was no significant facilitation effect on silent reading. The findings illustrated that word boundary with alternating colors had a greater facilitation effect on oral reading compared with silent reading.

Key words: word boundary, oral reading, silent reading, children

摘要： 为了探讨词边界线索对不同阅读方式的作用，采用眼动追踪技术，以颜色交替的形式标记词边界，比较了词边界线索对一年级儿童朗读和默读语篇的影响。结果发现，词边界线索显著提高了一年级儿童朗读的阅读效率，且这种促进主要表现在词汇加工的晚期和信息整合阶段，但对默读没有显著影响。结果表明，与默读相比，颜色交替的词边界线索对朗读的促进作用更大。

关键词: 词边界, 朗读, 默读, 儿童

CLC Number:

B842

SONG Ziming, WANG Yingchao, LIU Nina, HAN Yinghong, YAN Guoli. The Effect of Alternating-Color Word Boundary on Oral and Silent Reading in Grade 1 Chinese Children: Evidence from Eye Movements[J]. Studies of Psychology and Behavior, 2021, 19(2): 172-178.

宋子明, 王影超, 刘妮娜, 韩映虹, 闫国利. 颜色交替的词边界对一年级儿童朗读和默读影响的眼动研究[J]. 心理与行为研究, 2021, 19(2): 172-178.

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