Visual and oculomotor activity of first-grade school students during reading texts of varying complexity

Abstract

We present the results of investigation of visual perception (VP) and oculomotor activity during reading texts of various difficulties from the monitor screen in children 7–8 years of age. It has been shown that, at the initial stage of the development of the reading skill, morphological and psycholinguistic parameters of the text have no significant effect on the oculomotor activity. The degree of formation of VPand its structural components more clearly manifested in the first-graders in reading plain text and is not sufficient for a successful reading of the increased complexity of the text.