The Influence of a Reading Setup on Digital Reading Strategies in High School Students: Results of an Eye-Tracking Study



The paper aims to investigate the correlation between reading setup and digital reading strategies used by Russian schoolchildren. To study the influence of the reading setup factor, we conducted an eye-tracking study of high school students (N=66), which showed the dependence of digital reading strategies on the pre-reading task by experienced readers. The study showed that the pattern of skimming digital texts does not always appear explicitly, and revealed a significant influence on reading strategies of both reader's individual differences and the rhetorical organization of the text, as well as the reading task factor. The task of searching for specific information led to a more thorough primary reading of the entire text with fewer returns and transitions between the other semantic elements of the digital educational text. In the case of the text analysis task, the first reading was more cursory, but there was more jumping back and forth between paragraphs to establish the logical linkage of the text information. The influence of the reading setup on the digital reading strategy illustrates the importance of formulating the reading task correctly in order to ensure an effective digital reading experience.

General Information

Keywords: digital reading, metacognitive strategies, digital text, digital educational text, reading setup, eye-tracking, skimming, in-depth reading

Journal rubric: Psychology of Digital Reality

Article type: scientific article


Funding. The reported study was funded by the Russian Foundation for Basic Research. Project No. 19-29-14148.

Received: 23.12.2021


For citation: Berlin Khenis A.A., Puchkova A.N., Lebedeva M.Yu., Kupreshchenko O.F., Veselovskaya T.S. The Influence of a Reading Setup on Digital Reading Strategies in High School Students: Results of an Eye-Tracking Study. Eksperimental'naâ psihologiâ = Experimental Psychology (Russia), 2023. Vol. 16, no. 2, pp. 121–138. DOI: 10.17759/exppsy.2023160208. (In Russ., аbstr. in Engl.)


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Information About the Authors

Alexandra A. Berlin Khenis, Specialist, Language and Cognition Laboratory, Pushkin State Russian Language Institute, Moscow, Russia, ORCID:, e-mail:

Alexandra N. Puchkova, PhD in Biology, Leading Researcher, Language and Cognition Laboratory, Pushkin State Russian Language Institute, Moscow, Russia, ORCID:, e-mail:

Maria Y. Lebedeva, PhD in Philology, Leading Researcher, Language and Cognition Laboratory, Pushkin State Russian Language Institute, Moscow, Russia, ORCID:, e-mail:

Olga F. Kupreshchenko, Leading Expert, Language and Cognition Laboratory, Pushkin State Russian Language Institute, Moscow, Russia, ORCID:, e-mail:

Tatyana S. Veselovskaya, PhD in Philology, Chief Expert, Language and Cognition Laboratory, Pushkin State Russian Language Institute, Moscow, Russia, ORCID:, e-mail:



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