## 4 Discussion
### The Impact of Reading Condition and Text Type on Eye Movement Patterns across Age Groups
Children in other age groups appear to utilize a combination of visual and audio stimuli, either aligning their reading speed with the speed of audio narration or pacing themselves at a preferable speed. However, in the case of non-fictional reading under the AR condition, there was no significant change in TFD with age, and it appears to remain relatively constant across different age groups. Given the observed decrease in AFD among older children in the same condition, it can be inferred that older children might engage in repetitive sentence reading while simultaneously listening to the audio. The fact that there were no age-related differences in TFD during non-fictional reading under the AR condition, and that there was no discernible drop causing a significant difference between reading conditions in this context, unlike that observed in fictional reading, implies that younger children maintained their attention throughout the whole text to the same degree as the older children. This finding supports the positive impact of audio assistance on comprehension among young children in regards to reading non-fiction, as revealed by [PERSON] et al. (2019). Finally, scanpath length was analyzed under the AR and R conditions while reading fictional or non-fictional text. The main effect of age was significant under the AR condition, regardless of the text type, with the scanpath length increasing as age increased. In addition, an interaction effect between age and reading condition emerged due to the difference in scanpath length between the AR and R conditions among first and second graders during fictional reading, as well as among first graders during non-fictional reading. Under the R condition, the scanpath length generally remains consistent across age, with the exception of a slight increases observed among first- and second-grade children in fictional reading, as well as first-grade children in non-fictional reading. Even though these increases did not achieve statistical significance, the extended scanpath length could suggest a need to revisit the previously read text for better comprehension. Decreased AFD in the first graders under the R condition while reading non-fiction may be attributed to their tendency to read words or chunks quickly and to revisit the information previously read in the text. In both fictional and non-fictional reading, first and second graders exhibited longer scanpaths under the R condition than when under the AR condition, and the differences were significant among the first graders during both fictional and non-fictional reading, as well as among the second graders during fictional reading. Younger children more frequently return to the text they have previously read when reading on their own, compared to when they are aided by the audio device. On the other hand, in the AR condition, there was a trend of increasing scanpath length with age, and this difference across age was apparent during non-fictional reading. The shorter scanpath length among younger children might indicate a preference for utilizing audio assistance or a potentially prolonged word-reading duration that hinders them from covering the complete text. However, the latter possibility can be ruled out, considering that their AFD was not significantly longer under the AR condition. Therefore, it can be inferred that younger, less experienced readers are more inclined to extract information from audio sources rather than the text itself. In contrast, older students exhibit a tendency to engage in repeated back-and-forth reading of the text while simultaneously listening to the audio. This suggests that, under the AR condition, older and more proficient readers read at their preferred pace and revisit the same text multiple times as necessary. This could involve revisiting information they consider important, as well as information presented in the audio, or both. This strategy of repetitive reading is more frequently employed when reading non-fictional text.