Year: 2026
Type: article
Abstract: This study investigated the role of topic interest in comprehension processes and outcomes among elementary school children as a function of reading comprehension skill. Fifth- and sixth-graders (N = 50) were presented with 12 topics and asked to rank the three they found most interesting and the three they found least interesting. Each participant then received a customized set of six texts covering these high- and low-interest topics. Comprehension outcomes were assessed through literal and inferential questions after reading, whereas comprehension processes were assessed through eye-tracking measures collected during reading. Results indicated that topic interest positively impacts comprehension, especially for less-skilled comprehenders: They showed higher accuracy on both question types, longer reading times, and more fixations for high-interest texts, suggesting greater reader engagement. Skilled comprehenders showed higher accuracy on both question types as well, but their eye-movement metrics were not affected by topic interest. These findings highlight the dual role of cognitive ability and motivation, supporting the potential of interest-driven approaches for struggling readers.
Source: Discourse Processes
Institution: Leiden University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7203819606