1
|
Ballot C, Zesiger P. Effects of word length and frequency on word identification in second- and fifth-grade children as a function of language skills. J Exp Child Psychol 2024; 243:105912. [PMID: 38537423 DOI: 10.1016/j.jecp.2024.105912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Revised: 02/22/2024] [Accepted: 03/05/2024] [Indexed: 05/04/2024]
Abstract
The purpose of the current study was to examine the combined effect of word length and lexical frequency in a lexical decision task in second- and fifth-grade children with varying language skills. The participants, 47 second graders and 55 fifth graders, performed a lexical decision task in which word length and lexical frequency were manipulated orthogonally so that 32 words were short and frequent (e.g., fleur [flower]), 32 words were short and rare (e.g., navet [turnip]), 32 words were long and frequent (e.g., escalier [staircase]), and 32 words were long and rare (e.g., boussole [compass]). Language skills (phonological awareness, reading, vocabulary, and rapid automatized naming skills) were measured using standard language tests. The results showed that word length and, to a lesser extent, lexical frequency influence the speed and accuracy of word identification in different ways, depending on the children's educational level. Furthermore, language skills were found to influence the effects of word length and frequency, differently in second- and fifth-grade children. The results are interpreted within the dual-route model of visual word recognition. The role of language skills in the implementation of these processes is also discussed.
Collapse
Affiliation(s)
- Claire Ballot
- Faculty of Psychology and Educational Science, University of Geneva, CH-1211 Genève 4, Switzerland.
| | - Pascal Zesiger
- Faculty of Psychology and Educational Science, University of Geneva, CH-1211 Genève 4, Switzerland
| |
Collapse
|
2
|
Moss C, Ardoin SP, Mellott JA, Binder KS. The effects of question previewing on response accuracy and text processing: An eye-movement study. J Sch Psychol 2024; 104:101313. [PMID: 38871407 DOI: 10.1016/j.jsp.2024.101313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Revised: 08/01/2023] [Accepted: 03/21/2024] [Indexed: 06/15/2024]
Abstract
The present study investigated the impact of manipulating reading strategies (i.e., reading the questions first [QF] or reading the passage first [PF]) during a reading comprehension test where we explored how reading strategy was related to student characteristics (i.e., reading achievement and working memory capacity). Participants' eye movements were monitored as they read 12 passages and answered multiple-choice questions. We examined differences in (a) response accuracy, (b) average total time on words in the text, (c) total task reading time, and (d) time reading text relevant to questions as a function of PF and QF strategies. Analyses were conducted to examine whether findings varied as a function of student characteristics (i.e., reading achievement and working memory capacity) and grade level (Grades 3, 5, and 8). Several interesting findings emerged from our study, including a limited effect of reading strategy use on response accuracy, with only eighth graders demonstrating better accuracy in the QF condition, and several demonstrations of PF leading to more efficient test-taking processes, including (a) longer average total reading times on words in the passage in the PF condition that could be associated with creating a better mental model of the text, (b) often being associated with less total-task time, and (c) being associated with more successful search strategies. Implications for providing teachers and students with strategies are discussed.
Collapse
Affiliation(s)
- Corrin Moss
- Department of Psychology, Mount Holyoke College, 50 College St., South Hadley, MA 01075, USA
| | - Scott P Ardoin
- Department of Educational Psychology, University of Georgia, Mary Frances Early College of Education110 Carlton Street, Athens, GA 30602 USA
| | - Joshua A Mellott
- Kennedy Krieger Institute and Johns Hopkins University School of Medicine, 1750 E. Fairmount Ave., Baltimore, MD 21231, USA
| | - Katherine S Binder
- Department of Psychology, Mount Holyoke College, 50 College St., South Hadley, MA 01075, USA.
| |
Collapse
|
3
|
Vernet M, Ducrot S, Chaix Y. A Systematic Review on Visual-Processing Deficits in Neurofibromatosis Type 1: What Possible Impact on Learning to Read? Dev Neuropsychol 2024; 49:111-137. [PMID: 38469855 DOI: 10.1080/87565641.2024.2326151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Accepted: 02/27/2024] [Indexed: 03/13/2024]
Abstract
This systematic review aimed to examine the possible implication of visual-perceptual, visuo-attentional and oculomotor processing in the reading deficits frequently experienced by children with Neurofibromatosis type 1 (NF1), as previously shown in dyslexia. Using PRISMA methodological guidelines, we examined 49 studies; most of these reported visual-processing deficits in this population, raising the importance of directly studying the visuo-perceptual and visuo-attentional processes and eye-movement control involved in the learning-to-read process in NF1. The discussion provides a reflection for a better understanding of how visual-processing skills interact with reading deficits in NF1, as well as new avenues for their screening and care.
Collapse
Affiliation(s)
- Marie Vernet
- Aix Marseille Univ, CNRS, LPL, Aix-en-Provence, France
- Centre de jour enfants, Centre hospitalier de Digne-les-Bains, Digne-les-Bains, France
- TONIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
| | | | - Yves Chaix
- TONIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
- Neuropediatric Department, Toulouse-Purpan University Hospital, Toulouse, France
| |
Collapse
|
4
|
Acartürk C, Özkan A, Pekçetin TN, Ormanoğlu Z, Kırkıcı B. TURead: An eye movement dataset of Turkish reading. Behav Res Methods 2024; 56:1793-1816. [PMID: 37450220 PMCID: PMC10991032 DOI: 10.3758/s13428-023-02120-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/29/2023] [Indexed: 07/18/2023]
Abstract
In this study, we present TURead, an eye movement dataset of silent and oral sentence reading in Turkish, an agglutinative language with a shallow orthography understudied in reading research. TURead provides empirical data to investigate the relationship between morphology and oculomotor control. We employ a target-word approach in which target words are manipulated by word length and by the addition of two commonly used suffixes in Turkish. The dataset contains well-established eye movement variables; prelexical characteristics such as vowel harmony and bigram-trigram frequencies and word features, such as word length, predictability, frequency, eye voice span measures, Cloze test scores of the root word and suffix predictabilities, as well as the scores obtained from two working memory tests. Our findings on fixation parameters and word characteristics are in line with the patterns reported in the relevant literature.
Collapse
Affiliation(s)
- Cengiz Acartürk
- Cognitive Science Department, Jagiellonian University, Kraków, Poland.
- Cognitive Science Department, Middle East Technical University, Çankaya/Ankara, Turkey.
| | - Ayşegül Özkan
- Cognitive Science Department, Jagiellonian University, Kraków, Poland
- Cognitive Science Department, Middle East Technical University, Çankaya/Ankara, Turkey
| | - Tuğçe Nur Pekçetin
- Cognitive Science Department, Middle East Technical University, Çankaya/Ankara, Turkey
| | - Zuhal Ormanoğlu
- Cognitive Science Department, Middle East Technical University, Çankaya/Ankara, Turkey
| | - Bilal Kırkıcı
- Department of Foreign Language Education, Middle East Technical University, Çankaya/Ankara, Turkey
| |
Collapse
|
5
|
Justino J, Kolinsky R. Eye movements during reading in beginning and skilled readers: Impact of reading level or physiological maturation? Acta Psychol (Amst) 2023; 236:103927. [PMID: 37126894 DOI: 10.1016/j.actpsy.2023.103927] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Revised: 04/19/2023] [Accepted: 04/24/2023] [Indexed: 05/03/2023] Open
Abstract
We begin by presenting and examining relevant data in the literature on eye movements in reading, from childhood to adulthood. In particular, we discuss the differences found in eye movements during reading between children in different age groups and with different reading levels and skilled adult readers in terms of word recognition and sentence processing. We then critically discuss two hypotheses that account for the differences between children and adults' eye movement during reading: one being reading age itself - the changes in eye movement patterns in reading are regulated by the level of reading proficiency and its automatization - and the other being the role of maturation of oculomotor control and, consequently, its possible changes in eye movement patterns during reading. Finally, we list gaps in the research field and suggest that future research will benefit from investigating eye movements during reading in ex-illiterate adults who are in the process of learning to read in order to isolate both reading and maturational factors.
Collapse
Affiliation(s)
- Julia Justino
- Fonds de la Recherche Scientifique - FNRS (FRS-FNRS), Belgium; Unité de Recherche en Neurosciences Cognitives (Unescog/CRCN), Université Libre de Bruxelles, Belgium.
| | - Régine Kolinsky
- Fonds de la Recherche Scientifique - FNRS (FRS-FNRS), Belgium; Unité de Recherche en Neurosciences Cognitives (Unescog/CRCN), Université Libre de Bruxelles, Belgium.
| |
Collapse
|
6
|
Vernet M, Bellocchi S, Danna J, Massendari D, Jover M, Chaix Y, Ducrot S. The determinants of saccade targeting strategy in neurodevelopmental disorders: The influence of suboptimal reading experience. Vision Res 2023; 204:108162. [PMID: 36565661 DOI: 10.1016/j.visres.2022.108162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Revised: 11/28/2022] [Accepted: 11/30/2022] [Indexed: 12/24/2022]
Abstract
Whether eye-movements deficits are causal in reading disorders (RD) or rather a consequence of linguistic processing difficulty experienced by disabled readers has been extensively debated.Since RD are frequently comorbid with the Neurofibromatosis type1 (NF1), children with NF1 were used as a comparison group for children with dyslexia in this study.Eye movements were recorded while 21 dyslexic, 20 NF1, and 20 typically developing children performed an oculomotor lateralized bisection task. In this experiment, we manipulated the type of stimulus - discrete (words and strings of hashes) versus continuous (solid lines) - and the visual field where the stimulus was displayed (left vs right). The results showed that (1) only proficient readers (TD and NF1 without RD) showed fully developed oculomotor mechanisms for efficient reading, with a clear preferred viewing location located to the left of the word's centre in both visual fields, and fine-tuned saccade targeting guided by the between-character space information and (2) NF1 poor readers mirrored the dyslexic eye movement behaviour, with less accuracy and more variability in saccadic programming, no sensitivity to the discreteness of the stimuli, particularly in the left visual field. We concluded that disruption to oculomotor behaviour reflectsthe fact that many of the processes involved in reading are not yet automatized for children with RD, independently of NF1. This suggests that the differences in saccade targeting strategy between children with and without RD would be secondary consequences of their reduced reading experience.
Collapse
Affiliation(s)
- Marie Vernet
- ToNIC, Toulouse NeuroImaging Center, University of Toulouse, Inserm, UPS, France; Aix Marseille Univ, CNRS, LPL, Aix-en-Provence, France; CLLE, Université de Toulouse, CNRS, Toulouse, France.
| | - Stéphanie Bellocchi
- Univ. Paul Valéry Montpellier 3, EPSYLON UR 4556, F34000, Montpellier, France
| | - Jérémy Danna
- CLLE, Université de Toulouse, CNRS, Toulouse, France
| | | | | | - Yves Chaix
- ToNIC, Toulouse NeuroImaging Center, University of Toulouse, Inserm, UPS, France; Children's Hospital, Toulouse-Purpan University Hospital, Toulouse, France
| | | |
Collapse
|
7
|
Apfelbaum KS, Goodwin C, Blomquist C, McMurray B. The development of lexical competition in written- and spoken-word recognition. Q J Exp Psychol (Hove) 2023; 76:196-219. [PMID: 35296190 PMCID: PMC10962864 DOI: 10.1177/17470218221090483] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Efficient word recognition depends on the ability to overcome competition from overlapping words. The nature of the overlap depends on the input modality: spoken words have temporal overlap from other words that share phonemes in the same positions, whereas written words have spatial overlap from other words with letters in the same places. It is unclear how these differences in input format affect the ability to recognise a word and the types of competitors that become active while doing so. This study investigates word recognition in both modalities in children between 7 and 15. Children complete a visual-world paradigm eye-tracking task that measures competition from words with several types of overlap, using identical word lists between modalities. Results showed correlated developmental changes in the speed of target recognition in both modalities. In addition, developmental changes were seen in the efficiency of competitor suppression for some competitor types in the spoken modality. These data reveal some developmental continuity in the process of word recognition independent of modality but also some instances of independence in how competitors are activated. Stimuli, data, and analyses from this project are available at: https://osf.io/eav72.
Collapse
Affiliation(s)
- Keith S Apfelbaum
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
| | - Claire Goodwin
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
| | - Christina Blomquist
- Department of Communication Sciences and Disorders, University of Maryland, College Park, MD, USA
| | - Bob McMurray
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
- Department of Communication Sciences and Disorders, Department of Linguistics, Department of Otolaryngology, University of Iowa, Iowa City, IA, USA
| |
Collapse
|
8
|
Developmental trajectories of eye movements in oral and silent reading for beginning readers: a longitudinal investigation. Sci Rep 2022; 12:18708. [PMID: 36333460 PMCID: PMC9636221 DOI: 10.1038/s41598-022-23420-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Accepted: 10/31/2022] [Indexed: 11/06/2022] Open
Abstract
Eye movements provide a sensitive window into cognitive processing during reading. In the present study, we investigated beginning readers' longitudinal changes in temporal and spatial measures of eye movements during oral versus silent reading, the extent to which variation in eye movements is attributable to individual differences and text differences, and the functional form of growth trajectories of eye-movement variables. Data were from 363 English-speaking children (52% male; 59.8% White) in the US who were followed longitudinally from Grade 1 to Grade 3. Results showed a rapid decrease in temporal eye-movement measures (e.g., first fixation) and an increase in spatial eye-movement measures (initial landing position) in both oral and silent reading. The majority of variance in eye movements was attributable to individual differences whereas some variance in initial landing position was due to text differences. Most eye-movement measures had nonlinear growth trajectories where fast development tapered off near the end of Grade 3 while initial fixation count and total gaze count in silent reading had a linear growth trajectory. The findings provide a first large-scale look into the developmental progression of eye movements during oral and silent reading during a critical period when reading skills rapidly develop.
Collapse
|
9
|
Li XW, Li S, Gao L, Niu ZB, Wang DH, Zeng M, Li TZ, Bai XJ, Gao XL. Eye Movement Control in Tibetan Reading: The Roles of Word Length and Frequency. Brain Sci 2022; 12:brainsci12091205. [PMID: 36138941 PMCID: PMC9496845 DOI: 10.3390/brainsci12091205] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 08/24/2022] [Accepted: 09/05/2022] [Indexed: 11/16/2022] Open
Abstract
We investigated the effects of word length and frequency on eye movement control during Tibetan reading through two experiments. A preliminary experiment examined the predictive effect of word length and frequency on fixation duration and landing position using multiple linear regression analysis. In the formal experiment, we manipulated the length and frequency of target words simultaneously to investigate the effects of word length and frequency on fixation duration and landing position in Tibetan reading. In this study, we found that: (1) there were significant word-length and word-frequency effects affecting all lexical processing in Tibetan reading; (2) there are preferred viewing locations in Tibetan reading; specifically, for short words, it is the end, whereas for long words, it spans from the center to the beginning of the word; (3) word frequency does not affect preferred viewing location in Tibetan reading; (4) the preferred viewing position and the interaction of word length and viewing position found in this study supported the “strategy-tactics” approach.
Collapse
Affiliation(s)
- Xiao-Wei Li
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
- Education Department, Lhasa Normal College, Lhasa 850007, China
| | - Shan Li
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Lei Gao
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Zi-Bei Niu
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Dan-Hui Wang
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Man Zeng
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Tian-Zhi Li
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Xue-Jun Bai
- Key Research Base of Humanities and Social Sciences, Institute of Psychology and Behavior, Tianjin Normal University, Tianjin 300000, China
| | - Xiao-Lei Gao
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
- Correspondence:
| |
Collapse
|
10
|
van den Boer M, Bazen L, de Bree E. The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2022; 51:803-817. [PMID: 35244816 PMCID: PMC9338140 DOI: 10.1007/s10936-022-09856-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/09/2022] [Indexed: 06/14/2023]
Abstract
Dyslexia is characterized by poor word reading. In research, education, and diagnosis, oral reading is commonly assessed, and outcomes are generalized to silent reading, although similarities and differences between oral and silent reading are poorly understood. We therefore compared oral word reading, oral text reading and silent text reading. Children (n = 40; aged 8-11) and adolescents (n = 54; aged 14-18) with dyslexia, and typical readers (n = 18, and n = 24 respectively), read a word-list and an age-appropriate text aloud, and silently read a text including instructions for simple tasks. Whereas oral and silent reading fluency were comparable for children, silent reading was more fluent than oral reading for adolescents. Importantly, the silent reading deficit of children and adolescents with dyslexia was as large as in oral reading or larger, highlighting the need for a focus on both reading modes in research, diagnosis and treatment of dyslexia.
Collapse
Affiliation(s)
- Madelon van den Boer
- Research Institute of Child Development and Education, University of Amsterdam, PO Box 15780, 1001 NG Amsterdam, The Netherlands
| | - Loes Bazen
- Research Institute of Child Development and Education, University of Amsterdam, PO Box 15780, 1001 NG Amsterdam, The Netherlands
| | - Elise de Bree
- Research Institute of Child Development and Education, University of Amsterdam, PO Box 15780, 1001 NG Amsterdam, The Netherlands
| |
Collapse
|
11
|
Lee S, Woltering S, Prickett C, Shi Q, Sun H, Thompson JL. Exploring the Associations between Reading Skills and Eye Movements in Elementary Children’s Silent Sentence Reading. READING PSYCHOLOGY 2021. [DOI: 10.1080/02702711.2021.2020189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Sungyoon Lee
- Department of Elementary and Special Education, Middle Tennessee State University, Murfreesboro, Tennessee, USA
| | - Steven Woltering
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Christopher Prickett
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Qinxin Shi
- Department of Psychology, University of Utah, Salt Lake City, Utah, USA
| | - Huilin Sun
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Julie L. Thompson
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| |
Collapse
|
12
|
Adedeji VI, Vasilev MR, Kirkby JA, Slattery TJ. Return-sweep saccades in oral reading. PSYCHOLOGICAL RESEARCH 2021; 86:1804-1815. [PMID: 34694488 PMCID: PMC9363329 DOI: 10.1007/s00426-021-01610-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Accepted: 10/06/2021] [Indexed: 10/27/2022]
Abstract
Recent research on return-sweep saccades has improved our understanding of eye movements when reading paragraphs. However, these saccades, which take our gaze from the end of one line to the start of the next line, have been studied only within the context of silent reading. Articulatory demands and the coordination of the eye-voice span (EVS) at line boundaries suggest that the execution of this saccade may be different in oral reading. We compared launch and landing positions of return-sweeps, corrective saccade probability and fixations adjacent to return-sweeps in skilled adult readers while reading paragraphs aloud and silently. Compared to silent reading, return-sweeps were launched from closer to the end of the line and landed closer to the start of the next line when reading aloud. The probability of making a corrective saccade was higher for oral reading than silent reading. These indicate that oral reading may compel readers to rely more on foveal processing at the expense of parafoveal processing. We found an interaction between reading modality and fixation type on fixation durations. The reading modality effect (i.e., increased fixation durations in oral compared to silent reading) was greater for accurate line-initial fixations and marginally greater for line-final fixations compared to intra-line fixations. This suggests that readers may use the fixations adjacent to return-sweeps as natural pause locations to modulate the EVS.
Collapse
Affiliation(s)
- Victoria I Adedeji
- Department of Psychology, Bournemouth University, Poole House, Talbot Campus, Fern Barrow Poole, Dorset, BH12 5BB, UK.
| | - Martin R Vasilev
- Department of Psychology, Bournemouth University, Poole House, Talbot Campus, Fern Barrow Poole, Dorset, BH12 5BB, UK
| | - Julie A Kirkby
- Department of Psychology, Bournemouth University, Poole House, Talbot Campus, Fern Barrow Poole, Dorset, BH12 5BB, UK
| | - Timothy J Slattery
- Department of Psychology, Bournemouth University, Poole House, Talbot Campus, Fern Barrow Poole, Dorset, BH12 5BB, UK
| |
Collapse
|
13
|
van Viersen S, Protopapas A, Georgiou GK, Parrila R, Ziaka L, de Jong PF. Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study. Q J Exp Psychol (Hove) 2021; 75:1135-1154. [PMID: 34491141 PMCID: PMC9016678 DOI: 10.1177/17470218211047420] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Orthographic learning is the topic of many recent studies about reading, but much
is still unknown about conditions that affect orthographic learning and their
influence on reading fluency development over time. This study investigated
lexicality effects on orthographic learning in beginning and relatively advanced
readers of Dutch. Eye movements of 131 children in Grades 2 and 5 were monitored
during an orthographic learning task. Children read sentences containing
pseudowords or low-frequency real words that varied in number of exposures. We
examined both offline learning outcomes (i.e., orthographic choice and spelling
dictation) of target items and online gaze durations on target words. The
results showed general effects of exposure, lexicality, and reading-skill level.
Also, a two-way interaction was found between the number of exposures and
lexicality when detailed orthographic representations were required, consistent
with a larger overall effect of exposure on learning the spellings of
pseudowords. Moreover, lexicality and reading-skill level were found to affect
the learning rate across exposures based on a decrease in gaze durations,
indicating a larger learning effect for pseudowords in Grade 5 children. Yet,
further interactions between exposure and reading-skill level were not present,
indicating largely similar learning curves for beginning and advanced readers.
We concluded that the reading system of more advanced readers may cope somewhat
better with words varying in lexicality, but is not more efficient than that of
beginning readers in building up orthographic knowledge of specific words across
repeated exposures.
Collapse
Affiliation(s)
- Sietske van Viersen
- Department of Special Needs Education, University of Oslo, Oslo, Norway.,Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | | | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada
| | - Rauno Parrila
- Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada.,Department of Educational Studies, Macquarie University, Sydney, NSW, Australia
| | - Laoura Ziaka
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| |
Collapse
|
14
|
de Jong PF, van den Boer M. The relation of visual attention span with serial and discrete rapid automatized naming and reading. J Exp Child Psychol 2021; 207:105093. [PMID: 33677335 DOI: 10.1016/j.jecp.2021.105093] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2020] [Revised: 01/06/2021] [Accepted: 01/08/2021] [Indexed: 10/22/2022]
Abstract
Visual attention span (VAS) has been shown to make a unique contribution to reading skills over and above phonological awareness and rapid automatized naming (RAN). In the current study, we examined the nature of this unique relationship. In particular, we tested whether VAS reflects the retrieval of a verbal code, serial processing, or parallel multi-element processing. To this end, we presented 180 third graders with tasks for VAS, discrete RAN, and serial RAN as well as serial and discrete reading of short words, pseudowords, and long words. VAS was found to correlate with serial RAN but not with discrete RAN. More important, similar relations were found for VAS with serial and discrete reading, which clearly differed from the format-specific relations between RAN and reading. Together, these findings suggest that VAS and serial RAN are related but are associated with reading for different reasons. Serial RAN appears to reflect serial interword reading processes, whereas the unique contribution of VAS mainly involves the parallel processing of orthographic units within words.
Collapse
Affiliation(s)
- Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, 1001 NG Amsterdam, the Netherlands.
| | - Madelon van den Boer
- Research Institute of Child Development and Education, University of Amsterdam, 1001 NG Amsterdam, the Netherlands
| |
Collapse
|
15
|
Jakovljević T, Janković MM, Savić AM, Soldatović I, Todorović P, Jere Jakulin T, Papa G, Ković V. The Sensor Hub for Detecting the Developmental Characteristics in Reading in Children on a White vs. Colored Background/Colored Overlays. SENSORS (BASEL, SWITZERLAND) 2021; 21:E406. [PMID: 33430062 PMCID: PMC7827774 DOI: 10.3390/s21020406] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/27/2020] [Revised: 01/03/2021] [Accepted: 01/04/2021] [Indexed: 11/16/2022]
Abstract
This study investigated the influence of white vs. 12 background and overlay colors on the reading process in twenty-four school-age children. Previous research reported that colors could affect reading skills as an important factor in the emotional and physiological state of the body. The aim of the study was to assess developmental differences between second and third grade students of an elementary school, and to evaluate differences in electroencephalography (EEG), ocular, electrodermal activities (EDA) and heart rate variability (HRV). Our findings showed a decreasing trend with age regarding EEG power bands (Alpha, Beta, Delta, Theta) and lower scores of reading duration and eye-tracking measures in younger children compared to older children. As shown in the results, HRV parameters showed higher scores in 12 background and overlay colors among second than third grade students, which is linearly correlated to the level of stress and is readable from EDA measures as well. Our study showed the calming effect on second graders of turquoise and blue background colors. Considering other colors separately for each parameter, we assumed that there are no systematic differences in reading duration, EEG power band, eye-tracking and EDA measures.
Collapse
Affiliation(s)
- Tamara Jakovljević
- Jožef Stefan International Postgraduate School, 1000 Ljubljana, Slovenia
| | - Milica M. Janković
- School of Electrical Engineering, University of Belgrade, 11000 Belgrade, Serbia; (M.M.J.); (A.M.S.)
| | - Andrej M. Savić
- School of Electrical Engineering, University of Belgrade, 11000 Belgrade, Serbia; (M.M.J.); (A.M.S.)
| | - Ivan Soldatović
- Institute of Medical Statistics and Informatics, Faculty of Medicine, University of Belgrade,11000 Belgrade, Serbia;
| | - Petar Todorović
- Faculty of Engineering, University of Kragujevac, 34000 Kragujevac, Serbia;
| | | | - Gregor Papa
- Computer Systems Department, Jožef Stefan Institute, 1000 Ljubljana, Slovenia;
| | - Vanja Ković
- Laboratory for Neurocognition and Applied Cognition, Faculty of philosophy, University of Belgrade, 11000 Belgrade, Serbia;
| |
Collapse
|
16
|
Hayden E, Hiebert EH, Trainin G. Patterns of Silent Reading Rate and Comprehension as a Function of Developmental Status, Genre, and Text Position. READING PSYCHOLOGY 2019. [DOI: 10.1080/02702711.2019.1673602] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
|
17
|
Pelczarski KM, Tendera A, Dye M, Loucks TM. Delayed Phonological Encoding in Stuttering: Evidence from Eye Tracking. LANGUAGE AND SPEECH 2019; 62:475-493. [PMID: 29976115 DOI: 10.1177/0023830918785203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Stuttering is a multifactorial disorder that is characterized by disruptions in the forward flow of speech believed to be caused by differences in the motor and linguistic systems. Several psycholinguistic theories of stuttering suggest that delayed or disrupted phonological encoding contributes to stuttered speech. However, phonological encoding remains difficult to measure without controlling for the involvement of the speech-motor system. Eye-tracking is proposed to be a reliable approach for measuring phonological encoding duration while controlling for the influence of speech production. Eighteen adults who stutter and 18 adults who do not stutter read nonwords under silent and overt conditions. Eye-tracking was used to measure dwell time, number of fixations, and response time. Adults who stutter demonstrated significantly more fixations and longer dwell times during overt reading than adults who do not stutter. In the silent condition, the adults who stutter produced more fixations on the nonwords than adults who do not stutter, but dwell-time differences were not found. Overt production may have resulted in additional requirements at the phonological and phonetic levels of encoding for adults who stutter. Direct measurement of eye-gaze fixation and dwell time suggests that adults who stutter require additional processing that could potentially delay or interfere with phonological-to-motor encoding.
Collapse
Affiliation(s)
| | - Anna Tendera
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, USA
| | - Matthew Dye
- National Technical Institute for the Deaf, Rochester Institute of Technology, USA
| | - Torrey M Loucks
- Department of Communication Sciences and Disorders, University of Alberta, Canada
| |
Collapse
|
18
|
Kraal A, van den Broek PW, Koornneef AW, Ganushchak LY, Saab N. Differences in text processing by low- and high-comprehending beginning readers of expository and narrative texts: Evidence from eye movements. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.101752] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
19
|
Inhoff AW, Kim A, Radach R. Regressions during Reading. Vision (Basel) 2019; 3:vision3030035. [PMID: 31735836 PMCID: PMC6802794 DOI: 10.3390/vision3030035] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2019] [Revised: 05/31/2019] [Accepted: 06/24/2019] [Indexed: 11/16/2022] Open
Abstract
Readers occasionally move their eyes to prior text. We distinguish two types of these movements (regressions). One type consists of relatively large regressions that seek to re-process prior text and to revise represented linguistic content to improve comprehension. The other consists of relatively small regressions that seek to correct inaccurate or premature oculomotor programming to improve visual word recognition. Large regressions are guided by spatial and linguistic knowledge, while small regressions appear to be exclusively guided by knowledge of spatial location. There are substantial individual differences in the use of regressions, and college-level readers often do not regress even when this would improve sentence comprehension.
Collapse
Affiliation(s)
- Albrecht W. Inhoff
- Department of Psychology, Binghamton University, Binghamton, NY 13902, USA
- Correspondence: ; Tel.: +1-607-777-3958
| | - Andrew Kim
- Department of Psychology, Binghamton University, Binghamton, NY 13902, USA
| | - Ralph Radach
- Department of Psychology, Bergische Universitaet, 42103 Wuppertal, Germany
| |
Collapse
|
20
|
Kim YSG, Petscher Y, Vorstius C. Unpacking eye movements during oral and silent reading and their relations to reading proficiency in beginning readers. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.03.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|
21
|
Whitford V, Joanisse MF. Do eye movements reveal differences between monolingual and bilingual children's first-language and second-language reading? A focus on word frequency effects. J Exp Child Psychol 2018; 173:318-337. [PMID: 29800793 DOI: 10.1016/j.jecp.2018.03.014] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2017] [Revised: 11/26/2017] [Accepted: 03/21/2018] [Indexed: 10/16/2022]
Abstract
An extensive body of research has examined reading acquisition and performance in monolingual children. Surprisingly, however, much less is known about reading in bilingual children, who outnumber monolingual children globally. Here, we address this important imbalance in the literature by employing eye movement recordings to examine both global (i.e., text-level) and local (i.e., word-level) aspects of monolingual and bilingual children's reading performance across their first-language (L1) and second-language (L2). We also had a specific focus on lexical accessibility, indexed by word frequency effects. We had three main findings. First, bilingual children displayed reduced global and local L1 reading performance relative to monolingual children, including larger L1 word frequency effects. Second, bilingual children displayed reduced global and local L2 versus L1 reading performance, including larger L2 word frequency effects. Third, both groups of children displayed reduced global and local reading performance relative to adult comparison groups (across their known languages), including larger word frequency effects. Notably, our first finding was not captured by traditional offline measures of reading, such as standardized tests, suggesting that these measures may lack the sensitivity to detect such nuanced between-group differences in reading performance. Taken together, our findings demonstrate that bilingual children's simultaneous exposure to two reading systems leads to eye movement reading behavior that differs from that of monolingual children and has important consequences for how lexical information is accessed and integrated in both languages.
Collapse
Affiliation(s)
- Veronica Whitford
- Department of Psychology, University of Texas at El Paso, El Paso, Texas 79902, USA.
| | - Marc F Joanisse
- Department of Psychology, Brain and Mind Institute, University of Western Ontario, London, Ontario N6A 3K7, Canada
| |
Collapse
|
22
|
Kim YSG, Vorstius C, Radach R. Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from Eye Movements. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2018; 22:367-383. [PMID: 30078981 PMCID: PMC6071415 DOI: 10.1080/10888438.2018.1457680] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
The goal was to investigate the nature of online comprehension monitoring, its predictors, and its relation to reading comprehension. Questions were concerned with (1) beginning readers' sensitivity to inconsistencies, (2) predictors of online comprehension monitoring, and (3) the relation of online comprehension monitoring to reading comprehension over and above word reading and listening comprehension. Using eye-tracking technology, online comprehension monitoring was measured as the amount of time spent rereading target implausible words and looking back at surrounding contexts. Results from 319 second graders revealed that children spent greater time fixating on inconsistent than consistent words and engaged in more frequent lookbacks. Comprehension monitoring was explained by both word reading and listening comprehension. However, comprehension monitoring did not uniquely predict reading comprehension after accounting for word reading and listening comprehension. These results provide insight into the nature of comprehension monitoring and its role in reading comprehension for beginning readers.
Collapse
|
23
|
Grainger J. Orthographic processing: A ‘mid-level’ vision of reading: The 44th Sir Frederic Bartlett Lecture. Q J Exp Psychol (Hove) 2018; 71:335-359. [DOI: 10.1080/17470218.2017.1314515] [Citation(s) in RCA: 41] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
I will describe how orthographic processing acts as a central interface between visual and linguistic processing during reading, and as such can be considered to be the ‘mid-level vision’ of reading research. In order to make this case, I first summarize the evidence in favour of letter-based word recognition before examining work investigating how orthographic similarities among words influence single word reading. I describe how evidence gradually accumulated against traditional measures of orthographic similarity and the associated theories of orthographic processing, forcing a reconsideration of how letter-position information is represented by skilled readers. Then, I present the theoretical framework that was developed to explain these findings, with a focus on the distinction between location-specific and location-invariant orthographic representations. Finally, I describe work extending this theoretical framework in two main directions: first, to the realm of reading development, with the aim to specify the key changes in the processing of letters and letter strings that accompany successful learning to read, and second, to the realm of sentence reading, in order to specify how orthographic information can be processed across several words in parallel, and how skilled readers keep track of which letters belong to which words.
Collapse
Affiliation(s)
- Jonathan Grainger
- Laboratoire de Psychologie Cognitive, Aix-Marseille University & CNRS, Marseille, France
| |
Collapse
|
24
|
Online processing of causal relations in beginning first and second language readers. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2017.11.007] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
25
|
RADAR: A novel fast-screening method for reading difficulties with special focus on dyslexia. PLoS One 2017; 12:e0182597. [PMID: 28800632 PMCID: PMC5553666 DOI: 10.1371/journal.pone.0182597] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2016] [Accepted: 07/23/2017] [Indexed: 11/19/2022] Open
Abstract
Dyslexia is a developmental learning disorder of single word reading accuracy and/or fluency, with compelling research directed towards understanding the contributions of the visual system. While dyslexia is not an oculomotor disease, readers with dyslexia have shown different eye movements than typically developing students during text reading. Readers with dyslexia exhibit longer and more frequent fixations, shorter saccade lengths, more backward refixations than typical readers. Furthermore, readers with dyslexia are known to have difficulty in reading long words, lower skipping rate of short words, and high gaze duration on many words. It is an open question whether it is possible to harness these distinctive oculomotor scanning patterns observed during reading in order to develop a screening tool that can reliably identify struggling readers, who may be candidates for dyslexia. Here, we introduce a novel, fast, objective, non-invasive method, named Rapid Assessment of Difficulties and Abnormalities in Reading (RADAR) that screens for features associated with the aberrant visual scanning of reading text seen in dyslexia. Eye tracking parameter measurements that are stable under retest and have high discriminative power, as indicated by their ROC (receiver operating characteristic) curves, were obtained during silent text reading. These parameters were combined to derive a total reading score (TRS) that can reliably separate readers with dyslexia from typical readers. We tested TRS in a group of school-age children ranging from 8.5 to 12.5 years of age. TRS achieved 94.2% correct classification of children tested. Specifically, 35 out of 37 control (specificity 94.6%) and 30 out of 32 readers with dyslexia (sensitivity 93.8%) were classified correctly using RADAR, under a circular validation condition (see section Results/Total Reading Score) where the individual evaluated was not included in the test construction group. In conclusion, RADAR is a novel, automated, fast and reliable way to identify children at high risk of dyslexia that is amenable to large-scale screening. Moreover, analysis of eye movement parameters obtained with RADAR during reading will likely be useful for implementing individualized treatment strategies and for monitoring objectively the success of chosen interventions. We envision that it will be possible to use RADAR as a sensitive, objective, and quantitative first pass screen to identify individuals with reading disorders that manifest with abnormal oculomotor reading strategies, like dyslexia.
Collapse
|
26
|
Moers C, Meyer A, Janse E. Effects of Word Frequency and Transitional Probability on Word Reading Durations of Younger and Older Speakers. LANGUAGE AND SPEECH 2017; 60:289-317. [PMID: 28697699 DOI: 10.1177/0023830916649215] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
High-frequency units are usually processed faster than low-frequency units in language comprehension and language production. Frequency effects have been shown for words as well as word combinations. Word co-occurrence effects can be operationalized in terms of transitional probability (TP). TPs reflect how probable a word is, conditioned by its right or left neighbouring word. This corpus study investigates whether three different age groups-younger children (8-12 years), adolescents (12-18 years) and older (62-95 years) Dutch speakers-show frequency and TP context effects on spoken word durations in reading aloud, and whether age groups differ in the size of these effects. Results show consistent effects of TP on word durations for all age groups. Thus, TP seems to influence the processing of words in context, beyond the well-established effect of word frequency, across the entire age range. However, the study also indicates that age groups differ in the size of TP effects, with older adults having smaller TP effects than adolescent readers. Our results show that probabilistic reduction effects in reading aloud may at least partly stem from contextual facilitation that leads to faster reading times in skilled readers, as well as in young language learners.
Collapse
Affiliation(s)
- Cornelia Moers
- Max Planck Institute for Psycholinguistics, The Netherlands
| | - Antje Meyer
- Max Planck Institute for Psycholinguistics, The Netherlands
- Radboud University Nijmegen, The Netherlands
| | - Esther Janse
- Radboud University Nijmegen, The Netherlands
- Max Planck Institute for Psycholinguistics, The Netherlands
| |
Collapse
|
27
|
|
28
|
Krieber M, Bartl-Pokorny KD, Pokorny FB, Zhang D, Landerl K, Körner C, Pernkopf F, Pock T, Einspieler C, Marschik PB. Eye Movements during Silent and Oral Reading in a Regular Orthography: Basic Characteristics and Correlations with Childhood Cognitive Abilities and Adolescent Reading Skills. PLoS One 2017; 12:e0170986. [PMID: 28151950 PMCID: PMC5289712 DOI: 10.1371/journal.pone.0170986] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2016] [Accepted: 01/14/2017] [Indexed: 11/24/2022] Open
Abstract
The present study aimed to define differences between silent and oral reading with respect to spatial and temporal eye movement parameters. Eye movements of 22 German-speaking adolescents (14 females; mean age = 13;6 years;months) were recorded while reading an age-appropriate text silently and orally. Preschool cognitive abilities were assessed at the participants’ age of 5;7 (years;months) using the Kaufman Assessment Battery for Children. The participants’ reading speed and reading comprehension at the age of 13;6 (years;months) were determined using a standardized inventory to evaluate silent reading skills in German readers (Lesegeschwindigkeits- und -verständnistest für Klassen 6–12). The results show that (i) reading mode significantly influenced both spatial and temporal characteristics of eye movement patterns; (ii) articulation decreased the consistency of intraindividual reading performances with regard to a significant number of eye movement parameters; (iii) reading skills predicted the majority of eye movement parameters during silent reading, but influenced only a restricted number of eye movement parameters when reading orally; (iv) differences with respect to a subset of eye movement parameters increased with reading skills; (v) an overall preschool cognitive performance score predicted reading skills at the age of 13;6 (years;months), but not eye movement patterns during either silent or oral reading. However, we found a few significant correlations between preschool performances on subscales of sequential and simultaneous processing and eye movement parameters for both reading modes. Overall, the findings suggest that eye movement patterns depend on the reading mode. Preschool cognitive abilities were more closely related to eye movement patterns of oral than silent reading, while reading skills predicted eye movement patterns during silent reading, but less so during oral reading.
Collapse
Affiliation(s)
- Magdalena Krieber
- Research Unit iDN–Interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Katrin D. Bartl-Pokorny
- Research Unit iDN–Interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Florian B. Pokorny
- Research Unit iDN–Interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
- BEE-PRI: Brain, Ears & Eyes–Pattern Recognition Initiative, BioTechMed-Graz, Graz, Austria
- Machine Intelligence & Signal Processing Group, Technische Universität München, Munich, Germany
| | - Dajie Zhang
- Research Unit iDN–Interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Karin Landerl
- Developmental Psychology, Institute of Psychology, University of Graz, Graz, Austria
| | - Christof Körner
- Cognitive Psychology & Neuroscience, Institute of Psychology, University of Graz, Graz, Austria
| | - Franz Pernkopf
- BEE-PRI: Brain, Ears & Eyes–Pattern Recognition Initiative, BioTechMed-Graz, Graz, Austria
- Signal Processing and Speech Communication Laboratory, Graz University of Technology, Graz, Austria
| | - Thomas Pock
- Institute for Computer Graphics and Vision, Graz University of Technology, Graz, Austria
| | - Christa Einspieler
- Research Unit iDN–Interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Peter B. Marschik
- Research Unit iDN–Interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
- BEE-PRI: Brain, Ears & Eyes–Pattern Recognition Initiative, BioTechMed-Graz, Graz, Austria
- Center of Neurodevelopmental Disorders (KIND), Department of Women’s and Children’s Health, Karolinska Institutet, Stockholm, Sweden
- * E-mail:
| |
Collapse
|
29
|
Terzopoulos AR, Duncan LG, Wilson MAJ, Niolaki GZ, Masterson J. HelexKids: A word frequency database for Greek and Cypriot primary school children. Behav Res Methods 2017; 49:83-96. [PMID: 26822666 PMCID: PMC5352803 DOI: 10.3758/s13428-015-0698-5] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
In this article, we introduce HelexKids, an online written-word database for Greek-speaking children in primary education (Grades 1 to 6). The database is organized on a grade-by-grade basis, and on a cumulative basis by combining Grade 1 with Grades 2 to 6. It provides values for Zipf, frequency per million, dispersion, estimated word frequency per million, standard word frequency, contextual diversity, orthographic Levenshtein distance, and lemma frequency. These values are derived from 116 textbooks used in primary education in Greece and Cyprus, producing a total of 68,692 different word types. HelexKids was developed to assist researchers in studying language development, educators in selecting age-appropriate items for teaching, as well as writers and authors of educational books for Greek/Cypriot children. The database is open access and can be searched online at www.helexkids.org .
Collapse
Affiliation(s)
- Aris R Terzopoulos
- Psychology, School of Social Sciences, University of Dundee, Nethergate, DD1 4HN, Dundee, UK.
| | - Lynne G Duncan
- Psychology, School of Social Sciences, University of Dundee, Nethergate, DD1 4HN, Dundee, UK
| | | | - Georgia Z Niolaki
- School of Psychology, Behavioral and Social Sciences, Coventry University, Coventry, UK
- Department of Psychology and Human Development, Institute of Education, University College London, London, UK
| | - Jackie Masterson
- Department of Psychology and Human Development, Institute of Education, University College London, London, UK
| |
Collapse
|
30
|
Abstract
Eye movements were measured during the silent reading of sentences to extract several oculomotor measures. Rather than each measure being examined independently, oculomotor responses were grouped into two types, the assumption being that the grouping would project onto underlying constructs. Properties of forward-directed movements were assumed to reflect the success with which linguistic information was acquired (acquisition), and corrective responses were assumed to reveal readers' responding to difficulties (correction). These two types of oculomotor responses were linked to indexes of reading accuracy (accuracy), which were obtained from separate materials so that eye movements with one set of materials could be used to predict reading accuracy for another set of materials. Path analyses indicated that correction, but not acquisition, was linked to accuracy. The additional clustering of acquisition, correction, and accuracy scores identified a group of readers with relatively low accuracy scores. These readers were typical in their acquisition of linguistic information but under-used corrective responding.
Collapse
Affiliation(s)
- Albrecht W Inhoff
- a Department of Psychology , Binghamton University , Binghamton , NY , USA
| | - Julie Gregg
- a Department of Psychology , Binghamton University , Binghamton , NY , USA
| | - Ralph Radach
- b Department of Psychology , University of Wuppertal , Wuppertal , Germany
| |
Collapse
|
31
|
Sperlich A, Meixner J, Laubrock J. Development of the perceptual span in reading: A longitudinal study. J Exp Child Psychol 2016; 146:181-201. [DOI: 10.1016/j.jecp.2016.02.007] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2015] [Revised: 02/08/2016] [Accepted: 02/16/2016] [Indexed: 12/01/2022]
|
32
|
Ablinger I, Radach R. Diverging receptive and expressive word processing mechanisms in a deep dyslexic reader. Neuropsychologia 2016; 81:12-21. [PMID: 26656873 DOI: 10.1016/j.neuropsychologia.2015.11.023] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2015] [Revised: 11/25/2015] [Accepted: 11/28/2015] [Indexed: 11/18/2022]
Abstract
We report on KJ, a patient with acquired dyslexia due to cerebral artery infarction. He represents an unusually clear case of an "output" deep dyslexic reader, with a distinct pattern of pure semantic reading. According to current neuropsychological models of reading, the severity of this condition is directly related to the degree of impairment in semantic and phonological representations and the resulting imbalance in the interaction between the two word processing pathways. The present work sought to examine whether an innovative eye movement supported intervention combining lexical and segmental therapy would strengthen phonological processing and lead to an attenuation of the extreme semantic over-involvement in KJ's word identification process. Reading performance was assessed before (T1) between (T2) and after (T3) therapy using both analyses of linguistic errors and word viewing patterns. Therapy resulted in improved reading aloud accuracy along with a change in error distribution that suggested a return to more sequential reading. Interestingly, this was in contrast to the dynamics of moment-to-moment word processing, as eye movement analyses still suggested a predominantly holistic strategy, even at T3. So, in addition to documenting the success of the therapeutic intervention, our results call for a theoretically important conclusion: Real-time letter and word recognition routines should be considered separately from properties of the verbal output. Combining both perspectives may provide a promising strategy for future assessment and therapy evaluation.
Collapse
Affiliation(s)
- Irene Ablinger
- SRH University of Applied Health Sciences, Gera, Germany; Section Neuropsychology, Clinical Cognition Research, Department of Neurology, RWTH Aachen University Hospital, Aachen, Germany.
| | - Ralph Radach
- General and Biological Psychology, University of Wuppertal, Germany.
| |
Collapse
|
33
|
Krieber M, Bartl-Pokorny KD, Pokorny FB, Einspieler C, Langmann A, Körner C, Falck-Ytter T, Marschik PB. The Relation between Reading Skills and Eye Movement Patterns in Adolescent Readers: Evidence from a Regular Orthography. PLoS One 2016; 11:e0145934. [PMID: 26727255 PMCID: PMC4699816 DOI: 10.1371/journal.pone.0145934] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2015] [Accepted: 12/10/2015] [Indexed: 11/28/2022] Open
Abstract
Over the past decades, the relation between reading skills and eye movement behavior has been well documented in English-speaking cohorts. As English and German differ substantially with regard to orthographic complexity (i.e. grapheme-phoneme correspondence), we aimed to delineate specific characteristics of how reading speed and reading comprehension interact with eye movements in typically developing German-speaking (Austrian) adolescents. Eye movements of 22 participants (14 females; mean age = 13;6 years;months) were tracked while they were performing three tasks, namely silently reading words, texts, and pseudowords. Their reading skills were determined by means of a standardized German reading speed and reading comprehension assessment (Lesegeschwindigkeits- und -verständnistest für Klassen 6−12). We found that (a) reading skills were associated with various eye movement parameters in each of the three reading tasks; (b) better reading skills were associated with an increased efficiency of eye movements, but were primarily linked to spatial reading parameters, such as the number of fixations per word, the total number of saccades and saccadic amplitudes; (c) reading speed was a more reliable predictor for eye movement parameters than reading comprehension; (d) eye movements were highly correlated across reading tasks, which indicates consistent reading performances. Contrary to findings in English-speaking cohorts, the reading skills neither consistently correlated with temporal eye movement parameters nor with the number or percentage of regressions made while performing any of the three reading tasks. These results indicate that, although reading skills are associated with eye movement patterns irrespective of language, the temporal and spatial characteristics of this association may vary with orthographic consistency.
Collapse
Affiliation(s)
- Magdalena Krieber
- Research Unit iDN–interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Katrin D. Bartl-Pokorny
- Research Unit iDN–interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Florian B. Pokorny
- Research Unit iDN–interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
- Machine Intelligence & Signal Processing Group, Technische Universität München, Munich, Germany
- BEE-PRI: Brain, Ears & Eyes–Pattern Recognition Initiative, BioTechMed-Graz, Graz, Austria
| | - Christa Einspieler
- Research Unit iDN–interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
| | - Andrea Langmann
- Department of Strabism, Pediatric Ophthalmology and Rehabilitation of Visually Impaired, Medical University of Graz, Graz, Austria
| | - Christof Körner
- Cognitive Psychology & Neuroscience, Department of Psychology, University of Graz, Graz, Austria
| | - Terje Falck-Ytter
- Center of Neurodevelopmental Disorders (KIND), Department of Women’s and Children’s Health, Karolinska Institutet, Stockholm, Sweden
- Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Peter B. Marschik
- Research Unit iDN–interdisciplinary Developmental Neuroscience, Institute of Physiology, Center for Physiological Medicine, Medical University of Graz, Graz, Austria
- BEE-PRI: Brain, Ears & Eyes–Pattern Recognition Initiative, BioTechMed-Graz, Graz, Austria
- Center of Neurodevelopmental Disorders (KIND), Department of Women’s and Children’s Health, Karolinska Institutet, Stockholm, Sweden
- * E-mail:
| |
Collapse
|
34
|
Liversedge SP, Schroeder S, Hyönä J, Rayner K. Emerging issues in developmental eye-tracking research: Insights from the workshop in Hannover, October 2013. JOURNAL OF COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1080/20445911.2015.1053487] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Simon P. Liversedge
- School of Psychology, University of Southampton , Highfield Campus, SO17 1BJ Southampton, UK
| | - Sascha Schroeder
- Department of Psychology, Max Planck Institute , Berlin, Germany
| | - Jukka Hyönä
- Department of Psychology, University of Turku , Turku, Finland
| | - Keith Rayner
- Department of Psychology, University of California, San Diego , La Jolla, CA, USA
| |
Collapse
|
35
|
Tiffin-Richards SP, Schroeder S. Word length and frequency effects on children's eye movements during silent reading. Vision Res 2015; 113:33-43. [PMID: 26048684 DOI: 10.1016/j.visres.2015.05.008] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2014] [Revised: 05/08/2015] [Accepted: 05/09/2015] [Indexed: 11/15/2022]
Abstract
In the present study we measured the eye movements of a large sample of 2nd grade German speaking children and a control group of adults during a silent reading task. To be able to directly investigate the interaction of word length and frequency effects we employed controlled sentence frames with embedded target words in an experimental design in which length and frequency were manipulated independently of one another. Unlike previous studies which have investigated the interaction of word length and frequency effects in children, we used age-appropriate word frequencies for children. We found significant effects of word length and frequency for both children and adults while effects were generally greater for children. The interaction of word length and frequency was significant for children in gaze duration and total viewing time eye movement measures but not for adults. Our results suggest that children rely on sublexical decoding of infrequent words, leading to greater length effects for infrequent than frequent words while adults do not show this effect when reading children's reading materials.
Collapse
|
36
|
Trainin G, Hiebert EH, Wilson KM. A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students. READING PSYCHOLOGY 2015. [DOI: 10.1080/02702711.2014.966183] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
37
|
Sperlich A, Schad DJ, Laubrock J. When preview information starts to matter: Development of the perceptual span in German beginning readers. JOURNAL OF COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1080/20445911.2014.993990] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Anja Sperlich
- Department of Psychology, University of Potsdam , Potsdam, Germany
| | | | - Jochen Laubrock
- Department of Psychology, University of Potsdam , Potsdam, Germany
| |
Collapse
|