Аннотация:Abstract Although strong claims have been made regarding the educational utility of eye tracking, such statements seem somewhat unfounded in the absence of clear evidence regarding the technical adequacy of eye movement ( EM ) data. Past studies have yielded direct and indirect evidence concerning the utility of EM s as measures of reading, but recent research explicitly investigating their reliability and validity has been lacking. The current study updates and extends past research by investigating the reliability and validity of recently used EM measures of children's reading. Participants were 175 second‐grade students whose EM s were monitored during silent reading of narrative text(s) at two timepoints. Participants were also individually administered measures of reading achievement. Results indicate adequate reliability and validity for passage‐level measures of fixation duration but suggest that elementary students’ reading behaviors relative to specific words are weakly associated with their normative levels of reading achievement.
