Visual tracking and the emerging reader

I came across this intriguing article on how our eyes move around on a web page or an app in comparison to how we read text on a page.  I can't find it again in order to share it ;) but, I did some more research on online eye tracking habits.

Sixrevisions.com, which is a web developer's resource, explained how a study on eye tracking helps web traffic: 

Now, my interest in this is in how this eye tracking patterning affects kids learning to read an actual written text. 

My two oldest boys are 11 and 9.  I taught them both to read using the same curriculum, which was before
"apps" or even computer games were targeted to 4 and 5 year olds.  

In fact, my boys had no interest in the computer since they knew there was nothing on it for them!  Snuggled up together, we read books aloud, made up stories using the pictures and all that other creative stuff.  Neither of them had any issues with how to move across the page; this book is laid out well and teaches left to right tracking from the beginning:

(check out mamaofletters.com review  here)

My youngest son who is 5, however, has "grown up" with apps and watching his older brothers play computer games online.  He jumps all over this page when reading! His eyes scan the whole page and he then picks a sound or word to read based on his preferred visual familiarization.

We have a whole new generation of emerging readers who are visually biased and stimulated to page layout and random scanning.  In order to correctly learn to read, then, these students are needing to be retrained in left to right eye tracking on a page.  Unfortunately, studies have shown that reteaching a skill is far more difficult because you have to overcome bad habits and retrain the brain's neural pathways (read How The Brain Learns by David Sousa)   

The method for teaching reading is still effective but the day to day interaction with information has greatly influenced how readers seek information.  Sad to say that the impact of scanning written text will continue to cause reading difficulties.  Eye tracking during reading is a complex and necessary process and the interruption, or competition, of scanning is not building the correct neural pathways for successful reading skills.

Timing Is (Almost) Everything in Presentation

As the old saying goes, “Timing is everything.”  As an Instructor, this aspect of teaching is more than crucial to greatly aid in the retention of your learning objective.  If you have taken the time to transfer your information to another person, then take the time to present it in a way that they will easily remember it. 

It’s not just how you say it, but when.

International Educational Consultant David A. Sousa wrote a great book called How The Brain Learns (2006).  In the section on Memory, Retention, and Learning he discusses the outcome of studies done on when new information should be presented, when the best time to mentally manipulate the information for better understanding, and even when to have fun!

1. Present new information first

Ö        Give a brief overview of the big picture.

Ö        Follow with all of your multi-sensory, multiple learning approaches with the new information to relay the details. 

Ö        The more “tags” you put on the information, the more “tags” your brain has to pull it back into working memory when needed.

Ö        Timing: use almost half of your time for the new information.  40 minutes total time?  Then spend just shy of 20 minutes with the presentation.

2. Practice time in the middle

Ö        “Practice makes permanent” so provide guided practice and rehearsal in order to organize the information correctly

Ö        Actively engage them in the process!

Ö        Review how the new fits in with the old learning experiences and knowledge.  Create links, associations and patterns to what they already know. 

Ö        Timing:  only 25% of the total time.  For a 40 minute lesson, practice is only the middle 10 minutes

3. “Ah Ha!” closure at the end

Ö        The second most powerful learning time!

Ö        All the previous practice gives way to understanding how to apply it.

Ö        Take a brain break before starting another learning session for better focus

Ö        Timing: the last 10 minutes of a 40 minute session

This has changed my presentation of information drastically, even in writing.  Previously, I explored by questioning what they already knew so that I could link it to the new information.  Unfortunately, that was giving way to inaccurate answers being recalled.  By providing the big picture first, I am accurately providing the framework and patterns for the new information.  It is in the guided practice downtime that I am providing quick feedback so that they practice the new learning correctly.  I am helping them to manipulate and link it to what they know during this time so that when we go back to closure, how to apply it is fresh on their mind.

In regard to practicing the presented information over a longer period of time, Dr. Sousa states that initially, new learning periods should be grouped close together and then distributed over time as review to increase recall. 

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