An assessment of letter naming using the TETRECOM method based on eye tracking in children at the beginning of their reading and writing acquisition in primary school and in speech and language primary school
Vol.27,No.3(2022)
Studia paedagogica
Renata Mlčáková
Jaromír Maštalíř
Kateřina Lukášová
The aim of the study was to assess the use of the TETRECOM (Technology of Eye Tracking in Reading and Comprehension) with pupils from primary schools (PS) and speech & language primary schools (SLPS). Data was collected from 71 second-grade pupils from PS (37 pupils) and SLPS (34 pupils). The tool determines the knowledge of pupils reading isolated letters and is based on eye-tracking technology. The partial goals were to examine the reading of uppercase and lowercase print and cursive letters in a selected sample of pupils, to evaluate any differences in the success of reading letters by pupils based on the type of school, to assess the differences in the eye movement trajectory length while reading letters by pupils based on the type of school, and to assess the differences in the success in reading letters by pupils with delayed school attendance (34 pupils) and those without delayed school attendance (37 pupils). Empirical data collection took place in September and October 2020. Empirical data acquisition was done with four non-standardized tests of our own design: reading lowercase print letters, reading uppercase print letters, reading lowercase cursive letters, and reading uppercase cursive letters; with eye tracking using Tobii4C and our own self-developed TETRECOM software. Results: PS students were significantly more successful in reading all types of letters than SLPS students (lowercase print letters p < .001, uppercase print letters p < .001, lowercase cursive letters p < .001, and uppercase cursive letters p < .001). The eye movement trajectory in all tests was significantly longer in SLPS students than in PS students (lowercase print letters p = .005, uppercase print letters p = .02, lowercase cursive letters p = .014, and uppercase cursive letters p = .008). Children without delay in school were significantly more successful in all tests of letter reading than children whose schooling was delayed (lowercase print letters p = .002, uppercase print letters p = .002, lowercase cursive letters p = .001, and uppercase cursive letters p < .001). Measuring eye movements offered a more detailed look at each child's reading strategies.
letter naming; speech & language primary school; eye tracking; eye movement path; delayed; school attendance
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