scholarly journals Differences in text processing by low- and high-comprehending beginning readers of expository and narrative texts: Evidence from eye movements

2019 ◽  
Vol 74 ◽  
pp. 101752 ◽  
Author(s):  
Astrid Kraal ◽  
Paul W. van den Broek ◽  
Arnout W. Koornneef ◽  
Lesya Y. Ganushchak ◽  
Nadira Saab
Keyword(s):  
Eye Movements ◽  
Text Processing ◽  
Beginning Readers ◽  
Narrative Texts

scholarly journals Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children

2021 ◽  
Author(s):  
Wienke Wannagat ◽  
Gesine Waizenegger ◽  
Gerhild Nieding
Keyword(s):  
Response Times ◽  
Text Processing ◽  
Auditory Presentation ◽  
Narrative Texts ◽  
Global Coherence ◽  
Text Presentation ◽  
Final Sentence ◽  
Query Word ◽  
Audiovisual Presentation ◽  
Short Narrative

AbstractIn an experiment with 114 children aged 9–12 years, we compared the ability to establish local and global coherence of narrative texts between auditory and audiovisual (auditory text and pictures) presentation. The participants listened to a series of short narrative texts, in each of which a protagonist pursued a goal. Following each text, we collected the response time to a query word that was either associated with a near or a distant causal antecedent of the final sentence. Analysis of these response times indicated that audiovisual presentation has advantages over auditory presentation for accessing information relevant for establishing both local and global coherence, but there are indications that this effect may be slightly more pronounced for global coherence.

scholarly journals Tracking your emotions: An eye-tracking study on reader’s engagement with perspective during text comprehension

2020 ◽  
Vol 73 (6) ◽  
pp. 929-940 ◽  
Author(s):  
Scarlett Child ◽  
Jane Oakhill ◽  
Alan Garnham
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Text Comprehension ◽  
Text Processing ◽  
Emotional Valence ◽  
Personal Perspective ◽  
Eye Movements During Reading

An eye-tracking study explored perspective effects on eye-movements during reading. We presented texts that included either a personal perspective ( you) or an onlooker perspective (he or she). We measured whether fixations on the pronouns themselves differed as a function of perspective, and whether fixations on pronouns were affected by the emotional valence of the text which was either positive or negative. It was found that early in the text, processing of you is easier than he or she. However, as the character referred to by he or she becomes more familiar, fixations on he or she decrease, specifically in negative contexts.

scholarly journals Exploring Young Children’s Use of Illustrations in a Picturebook

2015 ◽  
Vol 17 (1) ◽  
pp. 42 ◽  
Author(s):  
Karen M. Feathers ◽  
Poonam Arya
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Oral Reading ◽  
Visual Information ◽  
Text Processing ◽  
Third Grade

Using analysis of oral reading and eye movements, this study examined how third grade children used visual information as they orally read either the original or the adapted version of a picturebook.  Eye tracking was examined to identify when and why students focused on images as well as what they looked at in the images.  Results document children’s deliberate use of images and point to the important role of images in text processing. The content of images, availability and placement of text and images on a page, and children’s personal strategies affected the use of images.  

scholarly journals Focus Particles in Information Processing: An Experimental Study on Pragmatic Scales with Spanish incluso

2015 ◽  
Vol 71 (2) ◽  
Author(s):  
Óscar Loureda ◽  
Adriana Cruz ◽  
Martha Rudka ◽  
Laura Nadal ◽  
Ines Recio ◽  
...  
Keyword(s):  
Experimental Study ◽  
Eye Movements ◽  
Text Processing ◽  
Focus Particles ◽  
Discourse Particles ◽  
Linguistic Research ◽  
Pragmatic Function ◽  
Additive Particle ◽  
Eye Movements During Reading

Focus particles have been one of the spotlights of linguistic research during the last fifty years. They have been studied mainly from a syntactic and semantic perspective, in formal and functional approaches. However, in the last years new insights in this field have been developed through pragmatic and textual approaches. From that perspective, focus particles can be considered as a type of discourse particles, as far as their semantic nature and their pragmatic function are concerned. In this paper, we claim that experiments on text processing may help to support this view: by analyzing eye movements during reading and by testing the effective comprehension of utterances, we can demonstrate the key role of the Spanish scalar additive particle incluso ('even') in the process of information retrieval.

Effects of Picture Labeling on Science Text Processing and Learning: Evidence From Eye Movements

2013 ◽  
Vol 48 (2) ◽  
pp. 199-214 ◽  
Author(s):  
Lucia Mason ◽  
Patrik Pluchino ◽  
Maria Caterina Tornatora
Keyword(s):  
Eye Movements ◽  
Text Processing ◽  
Science Text

scholarly journals Insights from a dyslexia simulation font: Can we simulate reading struggles of individuals with dyslexia

2020 ◽  
Author(s):  
Zoey Stark ◽  
Léon Franzen ◽  
Aaron Paul Johnson
Keyword(s):  
Eye Movements ◽  
Perceptual Experience ◽  
Reading Time ◽  
Assessment Tool ◽  
Reading Assessment ◽  
Beginning Readers ◽  
Future Research ◽  
Study Participants ◽  
Reading Texts

Individuals with dyslexia struggle at explaining what it is like to have dyslexia and how they perceive letters and words differently. This led the designer Daniel Britton to create a font that aims to simulate the perceptual experience of how effortful reading can be for individuals with dyslexia (http://danielbritton.info/dyslexia). This font removes forty percent of each character stroke with the aim of increasing reading effort, and in turn empathy and understanding for individuals with dyslexia. However, its efficacy has not yet been empirically tested. In the present study, participants without dyslexia read ten standardized texts from a commercial reading assessment, five texts in Times New Roman and five in the dyslexia simulation font. We compared this group to individuals with dyslexia reading texts from the same reading assessment tool in Times New Roman font. Results show that the simulation font exaggerated the difficulty of reading, surpassing that experienced by adults with dyslexia, as reflected in increased reading time and overall number of eye movements. Reading appeared to be even more laborious for readers reading the simulation font compared to individuals with dyslexia. Future research could compare the performance of the Daniel Britton font against a sample of beginning readers with dyslexia as well as seek to design and empirically test an adapted simulation font with an increased preserved percentage of letter strokes.

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