The present study investigated the impact of manipulating reading strategies (i.e., reading the questions first [QF] or reading the passage first [PF]) during a reading comprehension test where we explored how reading strategy was related to student characteristics (i.e., reading achievement and working memory capacity). Participants' eye movements were monitored as they read 12 passages and answered multiple-choice questions. We examined differences in (a) response accuracy, (b) average total time on words in the text, (c) total task reading time, and (d) time reading text relevant to questions as a function of PF and QF strategies. Analyses were conducted to examine whether findings varied as a function of student characteristics (i.e., reading achievement and working memory capacity) and grade level (Grades 3, 5, and 8). Several interesting findings emerged from our study, including a limited effect of reading strategy use on response accuracy, with only eighth graders demonstrating better accuracy in the QF condition, and several demonstrations of PF leading to more efficient test-taking processes, including (a) longer average total reading times on words in the passage in the PF condition that could be associated with creating a better mental model of the text, (b) often being associated with less total-task time, and (c) being associated with more successful search strategies. Implications for providing teachers and students with strategies are discussed.

中文翻译：

---

问题预览对回答准确性和文本处理的影响：一项眼动研究

本研究调查了在阅读理解测试期间操纵阅读策略（即先阅读问题 [QF] 或先阅读文章 [PF]）的影响，其中我们探讨了阅读策略与学生特征（即阅读成绩）的关系和工作记忆容量）。当参与者阅读 12 篇文章并回答多项选择题时，他们的眼球运动受到监测。我们检查了 (a) 回答准确性、(b) 文本中单词的平均总时间、(c) 总任务阅读时间和 (d) 阅读与问题相关的文本的时间作为 PF 和 QF 策略的函数的差异。我们进行了分析，以检验研究结果是否随学生特征（即阅读成绩和工作记忆能力）和年级（3、5 和 8 年级）而变化。我们的研究得出了一些有趣的发现，包括阅读策略的使用对反应准确性的影响有限，只有八年级学生在 QF 条件下表现出更好的准确性，并且 PF 的一些演示导致更高效的考试过程，包括（a）在 PF 条件下，文章中单词的平均总阅读时间较长，这可能与创建更好的文本心智模型有关，(b) 通常与较少的总任务时间相关，(c) 与更成功相关搜索策略。讨论了为教师和学生提供策略的意义。