Skata fiksācijas stabilitāte bērniem ar un bez lasīšanas grūtībām
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Latvijas Universitāte
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lav
Abstract
Darbs tika rakstīts latviešu valodā uz 33 lapaspusēm. Tas satur 10 attēlus, 2 tabulas un 28 atsauces uz literatūras avotiem. Darba mērķis: Salīdzināt fiksācijas stabilitātes starp bērniem ar un bez lasīšanas grūtībām izmantojot 2 mainīgo elipses kontūru laukuma (BCEA) Metode: Izmantojot Tobii Pro Fusion acu kustību pierakstu iekārtu, I2MC algoritmu un ne ar lasīšanu saistītu stimulu, tika noteikta fiksācijas stabilitāte. Dalībnieki: Pētījumā piedalījās 306 bērni no 1.- 6. klasei vecumā no 6 līdz 12 gadiem no Latvijas skolām. Rezultāti: Fiksācijas stabilitāte statistiski nozīmīgi neatšķīrās nevienā no apskatīto klašu audzēkņiem ar un bez lasīšanas grūtībām (p>0,05). Secinājumi: Fiksācijas stabilitāte neatšķiras bērniem ar un bez lasīšanas grūtībām.
The thesis was written in Latvian on 33 pages. It contains 10 figures, 2 tables and 28 references to literature sources. The aim of the thesis: To compare fixation stability between children with and without reading difficulties using bivariate contour ellipse area (BCEA). Method: Tobii Pro Fusion eye tracker device, the I2MC algorithm, and a non-reading stimulus was used to determine fixation stability. Participants: 306 children from 1st to 6th grade aged 6 to 12 from Latvian schools participated in the study. Results: Fixation stability was not statistically significantly different in any of the studied classes between children with and without reading difficulties (p>0.05). Conclusions: Fixation stability does not differ between children with and without reading difficulties.
The thesis was written in Latvian on 33 pages. It contains 10 figures, 2 tables and 28 references to literature sources. The aim of the thesis: To compare fixation stability between children with and without reading difficulties using bivariate contour ellipse area (BCEA). Method: Tobii Pro Fusion eye tracker device, the I2MC algorithm, and a non-reading stimulus was used to determine fixation stability. Participants: 306 children from 1st to 6th grade aged 6 to 12 from Latvian schools participated in the study. Results: Fixation stability was not statistically significantly different in any of the studied classes between children with and without reading difficulties (p>0.05). Conclusions: Fixation stability does not differ between children with and without reading difficulties.