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The purpose of this study is to propose a model for designing reading education that can improve reading ability by identifying and linguistically analyzing how the reading ability required for reading-comprehension is presented at each learner level. In this study, the eye-tracking experiment was conducted with divided into lexical and sentence levels which are the stage of comprehension corresponding to the subelement of the reading-comprehension, and the results are as follows. First, at the lexical level, it was confirmed that cognitive speed differs depending on the degree of preservation of the base form of the conjugations of the predicates with the same base form. Second, at the sentence level, we confirmed that the unstable reading-comprehension process appeared in the complex compared to the short sentence, even if the sentence length, vocabulary level, and vocabulary were similar and in the case of that the sentence has the same meaning. This paper suggests that the spelling, vocabulary, conjugation, grammar knowledge that correspond to the lower level should be included as the elements of education. |
