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Monolingual and Bilingual Children's Visual Processing of Words during Handwriting: An Eye-Tracking Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Monolingual and Bilingual Children's Visual Processing of Words during Handwriting: An Eye-Tracking Study./
Author:	Gaudet, Riana M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	60 p.
Notes:	Source: Masters Abstracts International, Volume: 83-01.
Contained By:	Masters Abstracts International83-01.
Subject:	Developmental psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28496268
ISBN:	9798516989940

Monolingual and Bilingual Children's Visual Processing of Words during Handwriting: An Eye-Tracking Study.
Gaudet, Riana M.

Monolingual and Bilingual Children's Visual Processing of Words during Handwriting: An Eye-Tracking Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 60 p.

Source: Masters Abstracts International, Volume: 83-01.

Thesis (M.S.)--Tulane University School of Science and Engineering, 2021.

This item must not be sold to any third party vendors.

As bilingual populations continue to increase in the US, more research is needed to understand how multilingual language learning may affect child development, especially when developing early literacy skills. To address this question, the current study investigates the differences between monolingual and French-English bilingual children's handwriting through the use of eye-tracking technology. A sample of 39 second-grade students participated in the study, in which they copied a series of French, English, and nonsense stimulus words of varying lengths. Eye-tracking videos were coded frame-by-frame to assess differences in copying times, reading fluency defined by lookbacks, and motor continuity defined by pen lifts. GLMM analyses suggested evidence for bilingual code switching in which the bilingual group showed increases in stimulus looking times and writing times compared to the monolingual group. As language familiarity increased for the bilingual group, writing became more efficient as evidenced by shorter lookback durations. Furthermore, French and nonsense words were found to require more lookbacks and longer lookbacks than English words across the two groups, suggesting the more familiar English words led to more efficient writing in this particular sample. Further research is needed to determine if these results translate to other languages or if they may change across development.

ISBN: 9798516989940Subjects--Topical Terms:

516948
Developmental psychology.
Subjects--Index Terms:

Bilingualism

Monolingual and Bilingual Children's Visual Processing of Words during Handwriting: An Eye-Tracking Study.
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245 1 0 $a Monolingual and Bilingual Children's Visual Processing of Words during Handwriting: An Eye-Tracking Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 60 p.
500 $a Source: Masters Abstracts International, Volume: 83-01.
500 $a Advisor: Lockman, Jeffrey J.
502 $a Thesis (M.S.)--Tulane University School of Science and Engineering, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a As bilingual populations continue to increase in the US, more research is needed to understand how multilingual language learning may affect child development, especially when developing early literacy skills. To address this question, the current study investigates the differences between monolingual and French-English bilingual children's handwriting through the use of eye-tracking technology. A sample of 39 second-grade students participated in the study, in which they copied a series of French, English, and nonsense stimulus words of varying lengths. Eye-tracking videos were coded frame-by-frame to assess differences in copying times, reading fluency defined by lookbacks, and motor continuity defined by pen lifts. GLMM analyses suggested evidence for bilingual code switching in which the bilingual group showed increases in stimulus looking times and writing times compared to the monolingual group. As language familiarity increased for the bilingual group, writing became more efficient as evidenced by shorter lookback durations. Furthermore, French and nonsense words were found to require more lookbacks and longer lookbacks than English words across the two groups, suggesting the more familiar English words led to more efficient writing in this particular sample. Further research is needed to determine if these results translate to other languages or if they may change across development.
590 $a School code: 0494.
650 4 $a Developmental psychology. $3 516948
650 4 $a Bilingual education. $3 2122778
650 4 $a Reading comprehension. $3 519378
650 4 $a Eye movements. $3 3564691
650 4 $a French as a second language. $3 3680854
650 4 $a Handwriting. $3 3559053
650 4 $a Learning. $3 516521
653 $a Bilingualism
653 $a Child development
653 $a Eye-tracking
653 $a Handwriting
653 $a Literacy
690 $a 0620
690 $a 0282
710 2 $a Tulane University School of Science and Engineering. $b Psychology. $3 1685419
773 0 $t Masters Abstracts International $g 83-01.
790 $a 0494
791 $a M.S.
792 $a 2021
793 $a English
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