RUDN Journal of Language Studies, Semiotics and SemanticsRUDN Journal of Language Studies, Semiotics and SemanticsВестник Российского университета дружбы народов. Серия: Теория языка. Семиотика. Семантика2313-22992411-1236Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4611010.22363/2313-2299-2025-16-2-456-473GQQHAVPSYCHOLINGUISTICSПСИХОЛИНГВИСТИКАResearch ArticleEye Movements During Reading in Bilingual Primary School Children: a Scoping ReviewДвижения глаз во время чтения у детей-билингвов, обучающихся в начальной школе: обзор предметного поляhttps://orcid.org/0000-0003-0252-6295572072601884283-0755SemenovaElena Yu.СеменоваЕлена Юрьевна

Junior Researcher, Center for Cognitive Sciences

младший научный сотрудник, Научный центр когнитивных исследований

esem7enova@gmail.comhttps://orcid.org/0000-0003-0359-9453589910022005415-6470NorkinaMarina V.НоркинаМарина Владимировна

Junior Researcher, Center for Cognitive Sciences

младший научный сотрудник, Научный центр когнитивных исследований

norkina.marina.v@gmail.comhttps://orcid.org/0000-0003-1684-7188572046157462913-5145ShaikhutdinovaRuzalina I.ШайхутдиноваРузалина Ильясовна

PhD in Philology, Senior Researcher at the Neurocognitive Research Laboratory, the Institute of Philology and Intercultural Communication, Speech Therapist at the Center for Speech Pathology

кандидат филологических наук, старший научный сотрудник НИЛ «Нейрокогнитивные исследования»

ruzalinkaa@mail.ruSirius University of Science and TechnologyНаучно-технологический университет «Сириус»Kazan Federal UniversityКазанский (Приволжский) федеральный университет25092025162Current issues in psycholinguistics, cross-cultural studies, and multichannel communicationАктуальные проблемы психолингвистики, кросс-культурных исследований и поликанальной коммуникации45647326092025Copyright ©; 2025, Semenova E.Y., Norkina M.V., Shaikhutdinova R.I.Copyright ©; 2025, Семенова Е.Ю., Норкина М.В., Шайхутдинова Р.И.2025Semenova E.Y., Norkina M.V., Shaikhutdinova R.I.Семенова Е.Ю., Норкина М.В., Шайхутдинова Р.И.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/semiotics-semantics/article/view/46110

There is a growing interest in the reading development of bilingual children. Surprisingly, however, little research has been conducted on bilingual children’s reading acquisition and development. This scoping review synthesized the findings of existing studies on bilingual primary school childrens’ eye movements during reading and outlined future research directions. In the review, we mapped the differences between monolingual and bilingual children’s eye movements during reading, as well as the differences in bilingual children’s eye movements during reading in their first (L1) and second (L2) languages. Additionally, we summarized the factors shown to influence monolingual and bilingual children’s eye movements during reading. These factors fell into two categories: linguistic and language-related factors, and factors related to individual differences. The results of the review revealed that differences - or the absence thereof - in the eye movements of bilingual and monolingual readers, as well as the variations in bilingual children’s reading in L1 and L2, are influenced by a variety of individual and language-related factors. However, due to the scarcity of existing studies, no definitive conclusions can be drawn at this time. Further eye-movement research is needed to shed light on the reading development of bilingual children.

Несмотря на возрастающий интерес исследователей к развитию навыков чтения у детей-билингвов, работ, посвященных изучению этого феномена, достаточно мало. В данном обзоре обобщены результаты существующих исследований движений глаз во время чтения у детей-билингвов, обучающихся в начальной школе. В обзоре описаны различия в движениях глаз во время чтения монолингвальных и билингвальных детей, а также различия в движениях глаз у детей-билингвов во время чтения на первом и втором языках. Кроме того, в обзоре систематизированы факторы, влияющие на движения глаз детей во время чтения. Такие факторы подразделяются на две категории: лингвистические факторы (в том числе кросс-лингвистические) и факторы, связанные с индивидуальными различиями. Результаты обзора показали, что на различия или их отсутствие в движениях глаз во время чтения у детей-билингвов и детей-монолингвов, а также на различия в чтении у детей-билингвов на первом и втором языках, оказывает влияние ряд индивидуальных и лингвистических факторов. Среди индивидуальных факторов были рассмотрены такие, как показатели беглости чтения, объем словарного запаса и уровень развития синтаксических навыков. Влияние лингвистических факторов на стратегии чтения осуществляется на различных языковых уровнях, которые включали лексический, словообразовательный, синтаксический и формальный орфографический уровни языка. Кроме того, была рассмотрена роль межъязыковых факторов в формировании паттернов движения глаз. Однако из-за малого количества существующих исследований на данный момент нельзя сделать более систематизированные выводы. Для этого необходимы дальнейшие исследования движения глаз во время чтения у детей-билингвов.

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