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Eye Movements in Reading: Facts and Fallacies:

Eye Movements in Reading: Facts and Fallacies: EYE MOVEMENTS IN READING: FACTS AND FALLACIES STANFORD E. TAYLOR Educational Developmental Laboratories The daughter of a friend of mine, a junior in high school, came home the other day with the news that she and her classmates should be reading no slower than 750 words per minute in their literature books. Her English teacher said this was no trick at all—it merely required leaving out all the unimportant words and taking in large groups of words or phrases at each eye stop. The better students, according to the English teacher, would have no difficulty reading 1,500 words per minute. Jane and her classmates swallowed this hook, line, and sinker because the teacher had said it. The next day they started phrase-reading exercises. As the teacher tapped rhythmically on the desk, the students tried to make three eye stops on each line of print. This teacher would not have confused her students and wasted their time in this meaningless activity if she had had a better understanding of how the eyes and the mind work together in reading, how much (or how little) it is possible to control eye movements, and how eye-movement patterns and reading efficiency are related. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Eye Movements in Reading: Facts and Fallacies:

Taylor, Stanford E.
American Educational Research Journal , Volume 2 (4): 16 – Jun 23, 2016
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References (24)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312002004187
Publisher site
See Article on Publisher Site

Abstract

EYE MOVEMENTS IN READING: FACTS AND FALLACIES STANFORD E. TAYLOR Educational Developmental Laboratories The daughter of a friend of mine, a junior in high school, came home the other day with the news that she and her classmates should be reading no slower than 750 words per minute in their literature books. Her English teacher said this was no trick at all—it merely required leaving out all the unimportant words and taking in large groups of words or phrases at each eye stop. The better students, according to the English teacher, would have no difficulty reading 1,500 words per minute. Jane and her classmates swallowed this hook, line, and sinker because the teacher had said it. The next day they started phrase-reading exercises. As the teacher tapped rhythmically on the desk, the students tried to make three eye stops on each line of print. This teacher would not have confused her students and wasted their time in this meaningless activity if she had had a better understanding of how the eyes and the mind work together in reading, how much (or how little) it is possible to control eye movements, and how eye-movement patterns and reading efficiency are related.

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

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