Reading during the composition of multi-sentence texts: an eye-movement study

The process-disruption hypothesis: how spelling and typing skill affects written composition process and product

This study investigates the possibility that lack of fluency in spelling and/or typing disrupts writing processes in such a way as to cause damage to the substance (content and structure) of the resulting text. 101 children (mean age 11 years 10 months), writing in a relatively shallow orthography (Norwegian), composed argumentative essays using a simple text editor that provided accurate timing for each keystroke. Production fluency was assessed in terms of both within-word and word-initial interkey intervals and pause counts. We also assessed the substantive quality of completed texts. Students also performed tasks in which we recorded time to pressing keyboard keys in response to spoken letter names (a keyboard knowledge measure), response time and interkey intervals when spelling single, spoken words (spelling fluency), and interkey intervals when typing a simple sentence from memory (transcription fluency). Analysis by piecewise structural equation modelling gave clear evidence that all three of these measures predict fluency when composing full text. Students with longer mid-word interkey intervals when composing full text tended to produce texts with slightly weaker theme development. However, we found no other effects of composition fluency measures on measures of the substantive quality of the completed text. Our findings did not, therefore, provide support for the process-disruption hypothesis, at least in the context of upper-primary students writing in a shallow orthography.

Online management of text production from pictures: a comparison between fifth graders and undergraduate students

This study was designed to enhance our understanding of the online management of writing processes by two groups of writers with a different level of expertise, and to explore the impact of this online management on text quality. To this aim, fifth graders (mean age 10.5 years) and undergraduate students (mean age 22.6 years) were asked to compose a narrative from a visual source of images, while their handwriting activity and eye movements were recorded by means of Eye & Pen software and a digitizing tablet. Results showed that fifth graders and undergraduate students used different strategies to engage in high-level source-based text elaboration processes throughout their writing. The main differences concerned the density of source consultation during prewriting, on the one hand, and during pauses, on the other hand. Relationships between these characteristics of online management and text quality were minimal in fifth graders, while in undergraduate students they were more substantial as in the case of syntactic complexity. These findings suggest that with age, the online management of writing becomes more closely related to text quality. In line with a capacity view of writing, it is also concluded that the online management of writing processes of fifth graders is highly constrained by a lack of fluent text production skills which ultimately affects their text quality.

Gaze patterns reveal how situation models and text representations contribute to episodic text memory

When recalling something you have previously read, to what degree will such episodic remembering activate a situation model of described events versus a memory representation of the text itself? The present study was designed to address this question by recording eye movements of participants who recalled previously read texts while looking at a blank screen. An accumulating body of research has demonstrated that spontaneous eye movements occur during episodic memory retrieval and that fixation locations from such gaze patterns to a large degree overlap with the visuospatial layout of the recalled information. Here we used this phenomenon to investigate to what degree participants' gaze patterns corresponded with the visuospatial configuration of the text itself versus a visuospatial configuration described in it. The texts to be recalled were scene descriptions, where the spatial configuration of the scene content was manipulated to be either congruent or incongruent with the spatial configuration of the text itself. Results show that participants' gaze patterns were more likely to correspond with a visuospatial representation of the described scene than with a visuospatial representation of the text itself, but also that the contribution of those representations of space is sensitive to the text content. This is the first demonstration that eye movements can be used to discriminate on which representational level texts are remembered and the findings provide novel insight into the underlying dynamics in play.