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Äuglein – Eye-Tracking in Schools Accompanying Literacy Acquisition Aiming at Progress-Monitoring, Diagnosis and Intervention

Reading aloud allows the direct monitoring of the reading process (e.g. reading fluency, accuracy, repetitions, omissions) and makes immediate interventions possible if difficulties are detected. For silent reading this is only possible through the use of eye-tracking. The project “Äuglein” [German for little eye] seeks to establish eye-tracking in school as a method that provides detailed insights into individual reading behavior for teachers, parents and children.

Äuglein_LogoMeasuring gaze positions (eye-tracking) allows a non-invasive observation of the reading process even after students made the transition from primarily reading aloud to silent reading. Several eye-tracking parameters (e.g. fixation durations, regressions, word skipping) allow inferences about the impact of cognitive sub-processes that can explain individual differences in reading performance. Hence, eye-tracking provides valuable information for teachers, parents and students about the sources of deficits that may allow a more targeted and timely intervention.

The long-term aim of Äuglein is to establish eye-tracking in cooperating schools as a method for diagnostics, interventions and for supervising the development of literacy acquisition.

Head and Coordination

Dr. Sebastian Korinth

Duration

07/2019 – 05/2020

Selected Publications

Korinth, S. P., & Fiebach, C. J. (2018). Improving silent reading performance through feedback on eye movements: A feasibility study. Scientific Studies of Reading, 22(4), 289–307