Eye Movements and Autonomic Regulation of Cognitive Activity during Reading in Adolescence. Part II. Eye Movements during Reading and Its Relation between Reading Skill and Comprehension of the Text in Adolescence

The parameters of oculomotor activity (OMA) were studied in 22 adolescents aged 15 (M = 15.46, SD = 0.44) when reading a complex text. Based on a set of objective OMA parameters, groups with different levels of reading skills were identified (group 1—high, group 2—low). Analysis of the spatial and temporal parameters of OMA revealed deficits in the development of reading process mechanisms in 40.9% of adolescents. A comparative analysis of the OMA parameters in adolescents showed significant differences depending (relation between) on the level of reading skill development. The advantages of group 1 children were manifested in a smaller percentage of regressive saccades and corrective saccades when moving to a new line, as well as a larger amplitude of progressive saccades. This eye movement trajectory was reflected in the amount of text read and the speed, which were significantly higher in Group 1 adolescents (p < 0.001) compared to group 2 adolescents. This indicates a more developed reading skill and, apparently, a more effective reading strategy. A qualitative analysis of the reading process allowed for the identification of the OMA features depending on the development level of the reading skill. A well-developed (high) reading skill was characterized by the omissions of certain function words and repetitive words. A less automated (low) skill was accompanied by difficulties in understanding syntactic constructions when rereading endings, prepositions, and parts of a sentence, including isolated ones. The analysis of comprehension of the text and memorizing specific data did not reveal a significant difference between the analyzed groups of adolescents. At the same time, a higher variability of comprehension was revealed in adolescents of group 2. High and low levels of text comprehension were noted both in those with a well-developed of reading skill and in those with an insufficiently automated skill. This allowed for analysis of individual reading strategies in relation to different level of text comprehension and for a discussion of the possible influence of the development of cognitive components of reading on comprehension.