Where Do Children Look When Watching Videos With Same-Language Subtitles?
研究通过追踪180名英国小学生的眼动，发现阅读能力强的孩子更关注字幕，而阅读能力较弱的孩子则较少看字幕，表明一定阅读流畅度是儿童从字幕中获益的前提。
Influential campaigns in the United Kingdom and the United States have argued that same-language television subtitles may help children learn to read. In this study, we investigated the extent to which primary-school children pay attention to and read subtitles and whether this is related to their reading proficiency. We tracked the eye movements of 180 British children in Years 1 to 6 who watched videos with and without subtitles. Results showed that attention to subtitles was associated with reading proficiency: Superior readers were more likely to look at subtitles than less proficient readers and spent more time on them. When children looked at words in the subtitles, they showed evidence of reading them. We conclude that some degree of reading fluency may be necessary before children pay attention to subtitles. However, by the third or fourth year of reading instruction, most children read sufficiently quickly to follow same-language subtitles and potentially learn from them.