Four groups of second-grade subjects, good or poor readers who were respectively being taught reading by phonics or sight-recognition methods (N = 5 per group), were tachistoscopically shown and requested to read four replications of 20 four-letter stimulus words. Three aspects of eye movements were recorded. It was found that total number of eye movements, direction of the reading scan, and total scanning time were sensitive to an interaction of reading achievement and method of initial reading acquisition.
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