RESUMO
Theories about visual narrative understanding accentuate the difference between patterns of reading comprehension in children and adults when they read text and images. This study was conducted to explore the differences in eye movement patterns when children and adults read different comic stories using a coherence/incoherence paradigm. A total of 63 participants, 31 children (10-12 years old) and 32 undergraduate university students from the Universidad Autónoma de Madrid, read 20 comic stories, each of them with both coherent and incoherent versions, for the two ending frames. Fixation durations, number of fixations, and number of regressions were recorded by an eye-tracker, Tobii x-120. A crossed random effects model was applied. Results showed that even though children reach a similar level of understanding than adults they spend more time and have longer fixations than adults, showing more effort to reach the whole comprehension of the stories. Besides, results do not detect significant differences between eye movements patterns in peak and release for the two groups studied, and therefore both components of the visual narrative grammar are considered equally relevant in the understanding of comics
Algunas teorías sobre la comprensión narrativa visual acentúan la diferencia entre los patrones de comprensión lectora en niños y adultos ante la lectura de textos e imágenes. Este estudio se realizó para explorar las diferencias en los patrones de movimientos oculares cuando los niños y adultos leen diferentes historias de cómics utilizando un paradigma de coherencia/incoherencia. Un total de 63 participantes, 31 niños (de 10 a 12 años de edad) y 32 estudiantes universitarios de la Universidad Autónoma de Madrid, leyeron 20 historias de cómics, cada una de ellas con dos finales, coherente e incoherente. La duración de las fijaciones, el número de fijaciones y el número de regresiones fueron registrados en un Tobii x-120. Se aplicó un modelo de efectos aleatorios cruzados. Los resultados mostraron que los niños, a pesar de que obtienen un nivel de comprensión similar al de los adultos, muestran un mayor esfuerzo para alcanzar la comprensión completa de las historias, como lo indican el mayor número y tiempo de las fijaciones. Por otra parte, los resultados tampoco detectan diferencias significativas entre el patrón de movimientos oculares del peak y del release entre los dos grupos estudiados, por lo que ambos componentes de la gramática narrativa visual se consideran igualmente relevantes en la comprensión de comics
Assuntos
Humanos , Masculino , Feminino , Criança , Adolescente , Adulto Jovem , Movimentos Oculares/fisiologia , Leitura , Histórias em Quadrinhos como AssuntoRESUMO
BACKGROUND: ECOMPLEC.Sec is a reading comprehension test for secondary students, conceived from a multidimensional perspective in line with large-scale educational surveys such as PISA or PIRLS. The objective of this study was to validate the theoretical model of ECOMPLEC.Sec. A bifactor model that postulates the existence of a general reading comprehension factor and three specific factors provided a good fit to the data. METHOD: 1,912 adolescents (13-18 years) participated in this study. Data analysis included construct validity via confirmatory factor analysis, and factors were regressed onto observed covariates for the interpretation of the constructs. Reliability was calculated from a non-linear SEM in order to justify the interpretability of the observed scale and subscale scores. RESULTS: The bifactor model exhibited a significantly better fit to the data than the second-order model. Furthermore, construct validity analysis suggests the existence of specific reading comprehension factors. Finally, the reliability study also supports the idea of using a total score to obtain a measure of reading comprehension. CONCLUSIONS: ECOMPLEC.Sec displays a valid parsimonious factor structure, as well as metric properties that make it a suitable tool to assess reading comprehension.
