## 5 Conclusions  
The purpose of this study was to identify eye movement patterns in elementary school children under reading-only and audio-assisted reading conditions while reading fictional or non-fictional text, as well as to investigate how these eye movement patterns within each condition, when involved with different text types, affect their literal and inferential reading comprehension. In general, regardless of reading condition or type of text being read, there is a consistent decrease in average fixation duration as children mature, which serves as an indicator of the development of the ability to read more swiftly over time. However, older and more experienced readers, when encountering easier text such as fiction accompanied by audio assistance, tend to adopt a more relaxed reading pace. The trend of decreasing total fixation duration with age is predominantly observed during fictional reading. Nevertheless, when reading fictional text under the audio-assisted reading condition, a drop in total fixation duration is observed among the first graders. This phenomenon could be due to their preference for extracting information through audio assistance. Scanpath length exhibits a tendency to increase with age under the audio-assisted reading condition, which is different from the pattern observed in the reading-only condition. This implies that as children's reading skills improve, older individuals tend to employ a strategy of rapidly absorbing information from the text while concurrently revisiting it with the assistance of audio. Similar to the results for average fixation duration, however, this increase plateaus beyond the third grade when reading fictional text, indicating that extensive repeated reading is not considered crucial for older children within this context. These findings underscore that younger and older elementary school children employ different reading strategies based on reading modalities and types of text. Younger children appear to lean toward audio narration assistance under the audio-assisted reading condition, while older children opt for a strategy of rapid and repetitive reading. This preference for audio assistance over text among younger children is more evident in fictional reading compared to non-fictional reading, and older children's attentive and repeated reading under the audio-assisted reading condition is more prominent in regards to non-fiction compared to fiction. Under the reading-only condition, while children acquire skills to understand literal events in fictional text as they grow up, attaining enhanced inferential comprehension of the text requires additional development of rapid and efficient reading abilities. When reading non-fictional text, achieving even literal comprehension calls for efficient reading combined with the revisiting of important information. Furthermore, attaining inferential comprehension in non-fictional text requires quick processing of written information. When audio assistance is provided during fictional reading, devoting sufficient time throughout the text can be adequate for literal comprehension. However, when aiming to comprehend inferential meaning, an efficient and repetitive reading approach becomes essential. Sim ilarly, when reading non-fictional text under the audio-assisted reading condition, both literal and inferential comprehension benefit from reading rapidly and repeatedly. In order to improve reading comprehension, it is necessary to provide appropriate types of text, along with visual and/or auditory stimuli, taking into consideration the age and reading proficiency of children. The findings of this study could be beneficial for reading instruction among younger children with developing reading skills, as well as for guiding reading strategies among older children. Conceptualization, D.Y. and W.-J.K.; methodology, D.Y. and W.-J.K.; software, D.Y. and W.-J.K.; validation, D.Y. and W.-J.K.; formal analysis, W.-J.K.; investigation, W.-J.K., S.R.Y., S.N. and Y.L. ; resources, D.Y. ; data curation, W.-J.K., S.R.Y., and S.N.