Patterns of Eye Movements in Rapid Symbol Identification and Their Relation to Reading Achievement

Forty-five third graders from two schools were presented with different patterns of digits and letters tachistoscopically at ½-sec. exposure and reported the symbols in the order identified. Consistent patterns of reading the symbols appeared for many Ss, five of which were identified. The remaining Ss changed patterns from one exposure to the next. The distribution of patterns in relation to reading-achievement scores by schools revealed inter-school differences, but no one pattern consistently identified better readers or distinguished between reading comprehension and word recognition. Ss' reactions to the task suggested anxiety as a possible cause for the shifts from one pattern to another by many Ss.