Exploring the Associations between Reading Skills and Eye Movements in Elementary Children’s Silent Sentence Reading

2021 ◽  
pp. 1-19
Author(s):  
Sungyoon Lee ◽  
Steven Woltering ◽  
Christopher Prickett ◽  
Qinxin Shi ◽  
Huilin Sun ◽  
...  
Keyword(s):  
Eye Movements ◽  
Reading Skills ◽  
Sentence Reading

Age Differences in Eye Movements During Reading: Degenerative Problems or Compensatory Strategy?

2019 ◽  
Vol 24 (4) ◽  
pp. 297-311
Author(s):  
José David Moreno ◽  
José A. León ◽  
Lorena A. M. Arnal ◽  
Juan Botella
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Meta Analysis ◽  
Age Groups ◽  
Behavioral Changes ◽  
Aging Effects ◽  
Movement Data ◽  
Sentence Reading ◽  
The Difference ◽  
Eye Movements During Reading

Abstract. We report the results of a meta-analysis of 22 experiments comparing the eye movement data obtained from young ( Mage = 21 years) and old ( Mage = 73 years) readers. The data included six eye movement measures (mean gaze duration, mean fixation duration, total sentence reading time, mean number of fixations, mean number of regressions, and mean length of progressive saccade eye movements). Estimates were obtained of the typified mean difference, d, between the age groups in all six measures. The results showed positive combined effect size estimates in favor of the young adult group (between 0.54 and 3.66 in all measures), although the difference for the mean number of fixations was not significant. Young adults make in a systematic way, shorter gazes, fewer regressions, and shorter saccadic movements during reading than older adults, and they also read faster. The meta-analysis results confirm statistically the most common patterns observed in previous research; therefore, eye movements seem to be a useful tool to measure behavioral changes due to the aging process. Moreover, these results do not allow us to discard either of the two main hypotheses assessed for explaining the observed aging effects, namely neural degenerative problems and the adoption of compensatory strategies.

Using Eye Movements to Investigate Word Frequency Effects in Children's Sentence Reading

2013 ◽  
Vol 42 (2) ◽  
pp. 207-222 ◽  
Author(s):  
Holly S. S. L. Joseph ◽  
Kate Nation ◽  
Simon P. Liversedge
Keyword(s):  
Eye Movements ◽  
Word Frequency ◽  
Frequency Effects ◽  
Sentence Reading

The processing of blend words in naming and sentence reading

2018 ◽  
Vol 72 (4) ◽  
pp. 847-857
Author(s):  
Rebecca L Johnson ◽  
Sarah Rose Slate ◽  
Allison R Teevan ◽  
Barbara J Juhasz
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Reaction Times ◽  
Naming Task ◽  
Compound Words ◽  
Processing Times ◽  
Sentence Reading ◽  
Word Familiarity ◽  
Complex Words ◽  
Eye Movements During Reading

Research exploring the processing of morphologically complex words, such as compound words, has found that they are decomposed into their constituent parts during processing. Although much is known about the processing of compound words, very little is known about the processing of lexicalised blend words, which are created from parts of two words, often with phoneme overlap (e.g., brunch). In the current study, blends were matched with non-blend words on a variety of lexical characteristics, and blend processing was examined using two tasks: a naming task and an eye-tracking task that recorded eye movements during reading. Results showed that blend words were processed more slowly than non-blend control words in both tasks. Blend words led to longer reaction times in naming and longer processing times on several eye movement measures compared to non-blend words. This was especially true for blends that were long, rated low in word familiarity, but were easily recognisable as blends.

scholarly journals Does visual attention span relate to eye movements during reading and copying?

2013 ◽  
Vol 38 (1) ◽  
pp. 81-85 ◽  
Author(s):  
Marie-Line Bosse ◽  
Sonia Kandel ◽  
Chloé Prado ◽  
Sylviane Valdois
Keyword(s):  
Regression Analysis ◽  
Eye Movements ◽  
Visual Attention ◽  
Reading Skills ◽  
Attention Span ◽  
Text Reading ◽  
Eye Movements During Reading

This research investigated whether text reading and copying involve visual attention-processing skills. Children in grades 3 and 5 read and copied the same text. We measured eye movements while reading and the number of gaze lifts (GL) during copying. The children were also administered letter report tasks that constitute an estimation of the number of letters that are processed simultaneously. The tasks were designed to assess visual attention span abilities (VA). The results for both grades revealed that the children who reported more letters, i.e., processed more consonants in parallel, produced fewer rightward fixations during text reading suggesting they could process more letters at each fixation. They also copied more letters per gaze lift from the same text. Furthermore, a regression analysis showed that VA span predicted variations in copying independently of the influence of reading skills. The findings support a role of VA span abilities in the early extraction of orthographic information, for both reading and copying tasks.

scholarly journals 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 ◽  
Vol 12 (2) ◽  
pp. e0170986 ◽  
Author(s):  
Magdalena Krieber ◽  
Katrin D. Bartl-Pokorny ◽  
Florian B. Pokorny ◽  
Dajie Zhang ◽  
Karin Landerl ◽  
...  
Keyword(s):  
Eye Movements ◽  
Oral Reading ◽  
Cognitive Abilities ◽  
Reading Skills ◽  
Adolescent Reading ◽  
Basic Characteristics

scholarly journals Visualizing the Reading Activity of People Learning to Read

2017 ◽  
Vol 10 (5) ◽  
Author(s):  
Oleg Špakov ◽  
Harri Siirtola ◽  
Howell Istance ◽  
Kari-Jouko Räihä
Keyword(s):  
Eye Movements ◽  
Primary School ◽  
Reading Skills ◽  
Specific Task ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning To Read ◽  
The Individual ◽  
Reading Activity ◽  
Tracking Technology

Several popular visualizations of gaze data, such as scanpaths and heatmaps, can be used independently of the viewing task. For a specific task, such as reading, more informative visualizations can be created. We have developed several such techniques, some dynamic and some static, to communicate the reading activity of children to primary school teachers. The goal of the visualizations was to highlight the reading skills to a teacher with no background in the theory of eye movements or eye tracking technology. Evaluations of the techniques indicate that, as intended, they serve different purposes and were appreciated by the school teachers differently. Dynamic visualizations help to give the teachers a good understanding of how the individual students read. Static visualizations help in getting a simple overview of how the children read as a group and of their active vocabulary.

Eye Movements in Primary Schoolchildren with Different Levels of Reading Skills

2020 ◽  
Vol 46 (3) ◽  
pp. 235-243
Author(s):  
A. A. Korneev ◽  
E. Yu. Matveeva ◽  
T. V. Akhutina
Keyword(s):  
Eye Movements ◽  
Reading Skills ◽  
Primary Schoolchildren ◽  
Different Levels

Reading Achievement in Children With Hearing Loss Who Use Listening and Spoken Language: Results and Implications From a 2-Year Study

2020 ◽  
Vol 5 (6) ◽  
pp. 1380-1387 ◽  
Author(s):  
Elaine R. Smolen ◽  
Maria C. Hartman ◽  
Ye Wang
Keyword(s):  
Hearing Loss ◽  
Reading Achievement ◽  
Reading Fluency ◽  
Reading Skills ◽  
Word Reading ◽  
Word Identification ◽  
Spoken Language ◽  
Sentence Reading ◽  
Children With Hearing Loss ◽  
The Average Range

Purpose This longitudinal study explored the reading achievement of children with hearing loss who used listening and spoken language and examined their progress across reading domains over 1 year. Method Sixty-four children with hearing loss enrolled in prekindergarten through third grade in a large listening and spoken language program in the Southwest United States participated. Eight subtests of the Woodcock-Johnson IV Tests of Achievement were administered, and demographic information was collected. The same subtests were administered to 53 of the participants 1 year later. Results The mean subtest standard scores for participants in this study were all within the average range. Participants demonstrated relative strengths in basic reading skills, such as spelling, word and nonword reading, and comprehension of short passages. Relative weaknesses were found in the areas of oral reading and word- and sentence-reading fluency. When the participants were again assessed 1 year later, significant growth was found in their letter–word identification, sentence-reading fluency, and word-reading fluency. Conclusions While children with hearing loss have historically struggled to achieve age-appropriate reading skills in elementary school, the participants in this study achieved mean scores within the average range. Returning participants made more than 1 year's progress in 1 year's time in several areas of reading while enrolled in a specialized program. Clinical and educational implications, including strategies to develop reading fluency, are addressed.

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