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Abstract
The purpose of the current study was to understand differences in question-responding behaviors as a function of student achievement level. Readers identified as low-achieving were predicted to spend more time reading and answering questions than those who were identified as higher-achieving. Participants included 137 third-grade students. Data were collapsed across three similar studies to achieve a sufficient sample size. Participants were administered a reading achievement measure and read passages and answered questions while engaged with eye-tracking technology. Results indicated differences among the readers who were high, medium, and low achieving in the time it took them to read and respond to questions. Compensatory behaviors during reading also differed by achievement level. Although those identified as low-achievers typically performed worse than higher-achievers, performance was dependent on the difficulty of the questions.