Reading Eye Movements, Macro-structure and Comprehension Processes

Abstract

Sentences usually are not read in isolation. They must be related to the ideas expressed in other sentences in order for a reader to comprehend the passage as a whole. These comprehension processes were analyzed by measuring eye movements while subjects read an 1888 word narrative text. Measures of reading rate per sentence supported the idea that reading eye movements are influenced by comprehension processes that link sentential conceptual units together to form higher-order conceptual units (macro-propositions). On the strength of this finding, the present more global measure of reading eye movements was offered as an alternative to the currently popular fine-grain analysis. According to the procedures outlined in this paper, a strict moment-to-moment link between language processes and eye movements is not required for eye movements to be a useful tool for analyzing comprehension processes during reading. One of the practical applications of this approach is the possibility that the analysis of comprehension processes during reading will shed new light on the differences between average and superior readers. Results were presented to support this possibility, especially for those differences that relate to active, flexible reading.

Despite rapid developments in other areas of communication, skillful reading remains essential in education and is highly rewarded in modern society. Consequently, many people possessing only average reading ability are turning to “speed reading” courses that promise both an increased reading rate and an improved comprehension. Unfortunately, the success of these courses is dubious (cf. Gibson & Levin, 1975). Superior readers do exist, but most of them develop without special instruction. It is unlikely that teaching at this advanced level will improve until more is learned about how superior readers function. This is unlikely to happen until the emphasis of reading research is shifted from the processes of recognition to the processes of comprehension. To date, the majority of research on reading has focused on the processes of recognition. Thus, we know a good deal about how children and adults learn to recognize letters, syllables, words, and even sentences. Some of the knowledge gained through this research has been of practical value in the teaching of reading and the correction of various reading deficiencies. However, since this research has not dealt with reading as a whole, it has told us very little about the differences between average and highly skilled readers. While it is true that readers must recognize symbols, the central objective in reading is to comprehend the writer’s message. Therefore, research on the comprehension processes may shed light on some aspects of reading which are not understood.