Exploring the link between re-reading and comprehension

当人们在理解阅读内容时遇到困难时，他们往往会回过头来重读一部分文本。换句话说，当你阅读英语时，你的眼睛不会一直从左向右移动。相反，你的眼球运动经常被打断，因为你返回到一个或多个先前阅读的文本部分。人们一直认为，回到句子的前面部分有助于读者理解文本。虽然多次阅读整篇文章确实会导致更详细的理解，但还没有研究表明读者的选择性向后眼球运动与早期误解的具体纠正有关，甚至与更准确的理解有关。也不知道个体读者在重读方面有何不同，或者个体的阅读行为策略或模式是否与更好的阅读理解有关。阅读是学习、教育和日常生活的基础，阅读困难会阻碍所有领域的学习。因此，理解实时阅读行为如何与理解相关是至关重要的。在正常的、熟练的无声阅读期间，大约15%的眼球运动返回到文本的较早部分（即，这是“倒退”）。回归通常是由文本正常前进过程的某种中断触发的，随后的重读通常被解释为对部分或全部先前阅读的文本的重新分析，修订或重新处理。这种再加工通常被认为是一种迹象，表明读者已经得出了一个更准确的，语法许可的解释。然而，在心理语言学和阅读文献中，这些再阅读行为对理解的实际影响在很大程度上被假设。 此外，研究还没有将再阅读的各个方面（回归的位置、再阅读期间的扫描路径、再阅读花费的时间等）与在阅读理解的教育评估中经常使用的类型的理解探针的准确率联系起来。该项目包括三个系列的眼动追踪实验，研究（1）回归的触发因素;（2）再阅读过程中进行的再加工类型;（3）再阅读对阅读理解的影响;（4）工作记忆容量和阅读流畅性对再阅读和文本理解的个体差异。这个计划是一个大规模的系统性的探索的基本假设，重读提高理解。拟议工作的结果将告知心理语言学，心理学，阅读，教育，语言学和STEM教学领域-事实上，任何依赖于从文本中提取复杂信息的领域。

When people have trouble understanding what they are reading, they tend to go back and re-read a portion of the text. In other words, your eyes don't continuously move left to right when reading English. Instead, your eye movements are often interrupted as you return to look at one or more previously read portions of the text. It has been assumed that returning to earlier parts of a sentence helps the reader understand the text. Although reading an entire text multiple times does result in a more detailed understanding, no studies have yet shown that readers' selective backwards eye movements are related to specific corrections of earlier misinterpretations or even to more accurate understanding. It is also not known how individual readers differ with respect to how they re-read, or whether individual strategies or patterns of re-reading behavior are related to better reading comprehension. Reading is fundamental to learning, education, and daily life and reading difficulties can hinder learning in all areas. Thus, understanding how real-time reading behaviors relate to comprehension is critically important.During normal, skilled silent reading, approximately 15% of eye movements return to earlier portions of the text (i.e., they are "regressive"). Regressions are typically triggered by some sort of disruption to the normal forward progress through the text and subsequent re-reading is typically interpreted as a reanalysis, revision, or reprocessing of some or all of the previously read text. This reprocessing is generally taken as an indication that the reader has derived a more accurate, grammatically licensed interpretation. However, in the psycholinguistic and reading literatures, the actual affect of these re-reading behaviors on comprehension has been largely assumed. Moreover, studies have not linked the various aspects of re-reading (location of regressions, scan paths during re-reading, time spent re-reading, as so on) to accuracy rates on comprehension probes of the type often used in educational assessments of reading comprehension. The proposed project includes three series of eye-tracking experiments that examine (1) the triggers for regressions; (2) the type of reprocessing performed during re-reading; (3) the influence of re-reading on reading comprehension; and (4) individual differences in working memory capacity and reading fluency on re-reading and text comprehension. The proposed project is a large-scale systematic exploration of the fundamental assumption that re-reading enhances comprehension. The results of the proposed work will inform the fields of psycholinguistics, psychology, reading, education, linguistics, and STEM instruction -- indeed, any area that relies on extracting complex information from text.