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Jhuo RA, Hui CI, Chen JK, Wang LC. The Relationships of Oral Reading Fluency at Word, Sentence, and Passage Levels and Reading Comprehension in Chinese. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2024; 53:42. [PMID: 38703330 DOI: 10.1007/s10936-024-10083-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/25/2024] [Indexed: 05/06/2024]
Abstract
This study aims to expand our understanding of the relations of oral reading fluency at word, sentence, and passage levels to reading comprehension in Chinese-speaking secondary school-aged students. In total, 80 participants (46 males and 34 females) ranging from 13 to 15 years old joined this study and were tested on tasks of oral reading fluency at three levels, reading comprehension, and nonverbal IQ. Our results showed a clear relationship from fluency at the level of the word to the sentence and then the passage in oral reading fluency as well as both the direct and indirect importance of word-level oral reading fluency in reading comprehension. Only the indirect effect from word-level oral reading fluency to reading comprehension through passage-level oral reading fluency was significant. Our findings suggest that sentence-level oral reading fluency is the crucial component to reading comprehension in Chinese. Additionally, recognition of the potential value of unique features, such as syntactic awareness and word segment accuracy, that happen at the sentence level should be integrated into instructional activities for reading.
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Affiliation(s)
- Rong-An Jhuo
- The Ohio State University, Columbus, Ohio, Hong Kong
| | - Carr-Ie Hui
- Department of Special Education and Counselling, The Education University of Hong Kong, New Territories, Hong Kong
| | - Ji-Kang Chen
- Department of Social Work, Chinese University of Hong Kong, Shatin, New Territories, Hong Kong
| | - Li-Chih Wang
- Department of Special Education and Counselling, The Education University of Hong Kong, New Territories, Hong Kong.
- Department of Special Education, National Tsing Hua University, Hsinchu City, Taiwan.
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Hsu LSJ, Chan K, Ho CSH. Reading fluency as the bridge between decoding and reading comprehension in Chinese children. Front Psychol 2023; 14:1221396. [PMID: 37711329 PMCID: PMC10497962 DOI: 10.3389/fpsyg.2023.1221396] [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: 05/12/2023] [Accepted: 07/26/2023] [Indexed: 09/16/2023] Open
Abstract
Purpose Reading fluency has been considered an essential component of reading comprehension, but it is yet to be examined in a reading model in a non-alphabetic writing system. This study investigated whether reading fluency could be identified as a separate construct from decoding and examined the unique role of reading fluency in the Simple View of Reading (SVR). Method A total of 342 Cantonese-speaking Chinese children in grades 3-5 were recruited to participate in the study. They were assessed on word reading accuracy and fluency, morphological awareness, vocabulary knowledge, and reading comprehension. Results The confirmatory factor analysis results confirmed that reading fluency is a separate factor from decoding, linguistic comprehension, and reading comprehension. Furthermore, the structural equation modeling results revealed that reading fluency is a significant predictor of reading comprehension and a mediator between decoding and reading comprehension in the extended SVR model. Conclusion The findings extended previous research in alphabetic languages and supported reading fluency as the bridge between decoding and reading comprehension. The present study highlighted the importance of reading fluency in Chinese reading acquisition in a theoretical framework.
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Affiliation(s)
- Lucy Shih-Ju Hsu
- Department of Psychology, The University of Hong Kong, Pok Fu Lam, Hong Kong SAR, China
| | - Kevin Chan
- Centre for Child and Family Science, The Education University of Hong Kong, Tai Po, Hong Kong SAR, China
| | - Connie Suk-Han Ho
- Department of Psychology, The University of Hong Kong, Pok Fu Lam, Hong Kong SAR, China
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Steinhilber A, Diard J, Ginestet E, Valdois S. Visual attention modulates the transition from fine-grained, serial processing to coarser-grained, more parallel processing: A computational modeling study. Vision Res 2023; 207:108211. [PMID: 36990012 DOI: 10.1016/j.visres.2023.108211] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Revised: 12/05/2022] [Accepted: 12/13/2022] [Indexed: 03/29/2023]
Abstract
During reading acquisition, beginning readers transition from serial to more parallel processing. The acquisition of word specific knowledge through orthographic learning is critical for this transition. However, the processes by which orthographic representations are acquired and fine-tuned as learning progresses are not well understood. Our aim was to explore the role of visual attention in this transition through computational modeling. We used the BRAID-Learn model, a Bayesian model of visual word recognition, to simulate the orthographic learning of 700 4-to 10-letter English known words and novel words, presented 5 times each to the model. The visual attention quantity available for letter identification was manipulated in the simulations to assess its influence on the learning process. We measured the overall processing time and number of attentional fixations simulated by the model across exposures and their impact on two markers of serial processing, the lexicality and length effects, depending on visual attention quantity. Results showed that the two lexicality and length effects were modulated by visual attention quantity. The quantity of visual attention available for processing further modulated novel word orthographic learning and the evolution of the length effect on processing time and number of attentional fixations across repeated exposures to novel words. The simulated patterns are consistent with behavioral data and the developmental trajectories reported during reading acquisition. Overall, the model predicts that the efficacy of orthographic learning depends on visual attention quantity and that visual attention may be critical to explain the transition from serial to more parallel processing.
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Affiliation(s)
- Alexandra Steinhilber
- Laboratoire de Psychologie et NeuroCognition, Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000 Grenoble, France
| | - Julien Diard
- Laboratoire de Psychologie et NeuroCognition, Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000 Grenoble, France.
| | - Emilie Ginestet
- Laboratoire de Psychologie et NeuroCognition, Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000 Grenoble, France
| | - Sylviane Valdois
- Laboratoire de Psychologie et NeuroCognition, Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000 Grenoble, France
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Kuester-Gruber S, Faisst T, Schick V, Righetti G, Braun C, Cordey-Henke A, Klosinski M, Sun CC, Trauzettel-Klosinski S. Is learning a logographic script easier than reading an alphabetic script for German children with dyslexia? PLoS One 2023; 18:e0282200. [PMID: 36827407 PMCID: PMC9956901 DOI: 10.1371/journal.pone.0282200] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 01/30/2023] [Indexed: 02/26/2023] Open
Abstract
PURPOSE Developmental dyslexia in alphabetic languages (DD) is characterized by a phonological deficit. Since logographic scripts rely predominantly on visual and morphological processing, reading performance in DD can be assumed to be less impaired when reading logographic scripts. METHODS 40 German-speaking children (18 with DD, 22 not reading-impaired-group C; 9-11 years) received Chinese lessons. Eye movements (EM) were recorded during naming single alphabetic words, pictures (confrontational) and Chinese characters to be named in German and Chinese. The main outcome variables were: Articulation latency, numbers and durations of fixations. Quality of life (QoL) was assessed by questionnaires. RESULTS While reading alphabetic words, articulation latencies and numbers of fixations were significantly higher for group DD than for group C (AL-DD = 1.13, AL-C = 0.84, p< .001; FN-DD = 3.50; FN-C = 2.00, p< .001). For naming pictures and Chinese characters in German and in Chinese, no significant group differences were found for any of the EM variables. The percentage of correct answers was high for German naming (DD = 86.67%, C = 95.24%; p = .015) and lower for Chinese naming in both groups, but significantly lower in group DD, especially for Chinese naming (DD = 56.67%, C: 83.77%; p = .003). QoL differed between groups from the children's perspective only at posttest. Parents of group DD perceived their children`s QoL to be lower compared with parents of group C at pre- and posttest. CONCLUSIONS Children with dyslexia performed as well as group C during naming Chinese characters in German and in Chinese regarding their EM variables, presumably because they processed Chinese characters by the visuo-spatial pathway with direct access to the semantic system. However, the significantly lower percentage of correct answers especially during Chinese naming showed that group DD had more difficulties naming Chinese characters than group C, which could be attributed to their phonological deficit, among other factors. TRIAL REGISTRATION German clinical trials register (DRKS00015697).
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Affiliation(s)
- Stephan Kuester-Gruber
- Vision Rehabilitation Research Unit, Center for Ophthalmology, University of Tuebingen, Tuebingen, Germany
| | - Theda Faisst
- Vision Rehabilitation Research Unit, Center for Ophthalmology, University of Tuebingen, Tuebingen, Germany
| | - Vera Schick
- China Center Tuebingen, Erich Paulun Institute, University of Tuebingen, Tuebingen, Germany
| | | | - Christoph Braun
- MEG-Center, University of Tuebingen, Tuebingen, Germany
- Hertie Institute for Clinical Brain Research, University of Tuebingen, Tuebingen, Germany
- DiPSCO, Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
- Center for Mind/Brain Sciences, University of Trento, Rovereto, Italy
| | - Angelika Cordey-Henke
- Vision Rehabilitation Research Unit, Center for Ophthalmology, University of Tuebingen, Tuebingen, Germany
| | - Matthias Klosinski
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital Munich, LMU Munich, Muenchen, Germany
| | - Ching-Chu Sun
- Department of General Linguistics, University of Tuebingen, Tuebingen, Germany
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Awadh FHR, Zoubrinetzky R, Zaher A, Valdois S. Visual attention span as a predictor of reading fluency and reading comprehension in Arabic. Front Psychol 2022; 13:868530. [DOI: 10.3389/fpsyg.2022.868530] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Accepted: 10/17/2022] [Indexed: 11/23/2022] Open
Abstract
IntroductionVisual attention span is a measure of multielement parallel processing. Individuals with higher visual attention span are expected to allocate more attention to letters within strings, which boosts letter identification and translates into more efficient reading. Given the high visual complexity of the Arabic writing system, we expected visual attention span to be an important predictor of reading in the Arabic language.MethodsNative Arabic readers from Grade 4 and Grade 5 were recruited in Iraqi schools. We assessed the contribution of visual attention span to their reading fluency performance in tasks of fully vowelized word and pseudo-word reading, non-vowelized text reading, and written text comprehension. Their phonological awareness, IQ, and single letter processing speed were further evaluated.ResultsResults showed that visual attention span was a significant unique predictor of all the reading measures. Visual attention span and phonological awareness accounted for a similar amount of variance in word and pseudo-word reading fluency. Visual attention span was a far higher predictor than phonological awareness for text reading fluency and the sole predictor of text comprehension.DiscussionThe role of visual attention span to reading is discussed by reference to current word recognition models. Higher involvement of visual attention is expected in vowelized script to compensate for increased crowding in the presence of diacritics. Visual attention would thus contribute to sub-lexical orthographic parsing and favor orthography-to-phonology mapping, in particular for the pseudo-words that do not benefit from efficient lexical feedback. In non-vowelized script, higher visual attention would enhance the accurate and fast identification of root letters within words, thus resulting in faster word recognition.
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Valdois S. The visual-attention span deficit in developmental dyslexia: Review of evidence for a visual-attention-based deficit. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:397-415. [PMID: 35903834 DOI: 10.1002/dys.1724] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Revised: 04/07/2022] [Accepted: 07/13/2022] [Indexed: 06/15/2023]
Abstract
The visual attention span (VAS) deficit hypothesis in developmental dyslexia posits that a subset of dyslexic individuals shows a multielement parallel processing deficit due to reduced visual attention capacity. However, the attention-based interpretation of poor performance on VAS tasks is hotly debated. The purpose of the present paper is to clarify this issue through a critical review of relevant behavioural and neurobiological findings. We first examine the plausibility of alternative verbal interpretations of VAS performance, evaluating whether performance on VAS tasks might reflect verbal short-term memory, verbal coding or visual-to-verbal mapping skills. We then focus on the visual dimensions of VAS tasks to question whether VAS primarily reflects visuo-attentional rather than more basic visual skills. Scrutiny of the available behavioural and neurobiological findings not only points to a deficit of visual attention in dyslexic individuals with impaired VAS but further suggests a selective endogenous attentional system deficit that relates to atypical functioning of the brain dorsal attentional network. The overview clarifies the debate on what is being measured through VAS tasks and provides insights on how to interpret the VAS deficit in developmental dyslexia.
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Probabilistic modeling of orthographic learning based on visuo-attentional dynamics. Psychon Bull Rev 2022; 29:1649-1672. [PMID: 35318586 DOI: 10.3758/s13423-021-02042-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/09/2021] [Indexed: 11/08/2022]
Abstract
How is orthographic knowledge acquired? In line with the self-teaching hypothesis, most computational models assume that phonological recoding has a pivotal role in orthographic learning. However, these models make simplifying assumptions on the mechanisms involved in visuo-orthographic processing. Against evidence from eye movement data during orthographic learning, they assume that orthographic information on novel words is immediately available and accurately encoded after a single exposure. In this paper, we describe BRAID-Learn, a new computational model of orthographic learning. BRAID-Learn is a probabilistic and hierarchical model that incorporates the mechanisms of visual acuity, lateral interference, and visual attention involved in word recognition. Orthographic learning in the model rests on three main mechanisms: first, visual attention moves over the input string to optimize the gain of information on letter identity at each fixation; second, top-down lexical influence is modulated as a function of stimulus familiarity; third, after exploration, perceived information is used to create a new orthographic representation or stabilize a better-specified representation of the input word. BRAID-Learn was challenged on its capacity to simulate the eye movement patterns reported in humans during incidental orthographic learning. In line with the behavioral data, the model predicts a larger decline with exposures in number of fixations and processing time for novel words than for known words. For novel words, most changes occur between the first and second exposure, that is to say, after creation in memory of a new orthographic representation. Beyond phonological recoding, our results suggest that visuo-attentional exploration is an intrinsic portion of orthographic learning seldom taken into consideration by models or theoretical accounts.
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Valdois S, Phénix T, Fort M, Diard J. Atypical viewing position effect in developmental dyslexia: A behavioural and modelling investigation. Cogn Neuropsychol 2021; 38:319-335. [PMID: 34818988 DOI: 10.1080/02643294.2021.2004107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The probability of recognizing a word depends on the position of fixation during processing. In typical readers, the resulting word-recognition curves are asymmetrical, showing a left-of-centre optimal viewing position (OVP). First, we report behavioural results from dyslexic participants who show atypical word-recognition curves characterized by the OVP being right of centre with recognition probability being higher on the rightmost than on the leftmost letters. Second, we used BRAID, a Bayesian model of word recognition that implements gaze position, an acuity gradient, lateral interference and a visual attention component, to examine how variations in the deployment of visual attention would affect the OVP curves. We show that the atypical dyslexic curves are well simulated assuming a narrow distribution of visual attention and a shifting of visual attention towards the left visual field. These behavioural and modelling findings are discussed in light of current theories of visual attention deficits in developmental dyslexia.
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Affiliation(s)
- Sylviane Valdois
- Laboratoire de Psychologie et NeuroCognition CNRS UMR 5105, Université Grenoble-Alpes, Grenoble Cedex 9, France
| | - Thierry Phénix
- LREN, Department of Clinical Neurosciences, University Hospital, CHUV, Lausanne, Switzerland
| | | | - Julien Diard
- Laboratoire de Psychologie et NeuroCognition CNRS UMR 5105, Université Grenoble-Alpes, Grenoble Cedex 9, France
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Ginestet E, Valdois S, Diard J, Bosse ML. Orthographic learning of novel words in adults: effects of exposure and visual attention on eye movements. JOURNAL OF COGNITIVE PSYCHOLOGY 2020. [DOI: 10.1080/20445911.2020.1823987] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
| | | | - Julien Diard
- Université Grenoble Alpes, CNRS, LPNC, Grenoble, France
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