ABSTRACT
There are a multitude of instructional practices for beginning readers; these range from masking out pictures because they are viewed as distracters from print to encouraging students to use pictures and print in strategic ways when reading. There is also an extensive array of diagnostic tools used to examine reading performance and to suggest instructional responses. Readers’ eye movements in conjunction with the oral texts that they produce can help create a more complex picture of what readers are doing as they read so that we, as instructors, better understand readers and provide them with effective and appropriate support. In this chapter, the author focuses on the eye movement and eye movement/miscue analyses findings and interpretations of his study. Paulson used eye-movement research in conjunction with miscue analysis to create a hybrid form of analysis that he has called eye movement/miscue analysis. On average, regressive eye movements accounted for 14% of all eye movements.
