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

scholarly journals Eye-hand coordination during flexible manual interception of an abruptly appearing, moving target

2018 ◽  
Vol 119 (1) ◽  
pp. 221-234 ◽  
Author(s):  
Yuhui Li ◽  
Yong Wang ◽  
He Cui
Keyword(s):  
Eye Movements ◽  
Moving Objects ◽  
Reaction Times ◽  
Hand Movements ◽  
Moving Target ◽  
Target Displacement ◽  
Transmission Delays ◽  
Sensory Transmission ◽  
Hand Coordination ◽  
Different Levels

As a vital skill in an evolving world, interception of moving objects relies on accurate prediction of target motion. In natural circumstances, active gaze shifts often accompany hand movements when exploring targets of interest, but how eye and hand movements are coordinated during manual interception and their dependence on visual prediction remain unclear. Here, we trained gaze-unrestrained monkeys to manually intercept targets appearing at random locations and circularly moving with random speeds. We found that well-trained animals were able to intercept the targets with adequate compensation for both sensory transmission and motor delays. Before interception, the animals' gaze followed the targets with adequate compensation for the sensory delay, but not for extra target displacement during the eye movements. Both hand and eye movements were modulated by target kinematics, and their reaction times were correlated. Moreover, retinal errors and reaching errors were correlated across different stages of reach execution. Our results reveal eye-hand coordination during manual interception, yet the eye and hand movements may show different levels of prediction based on the task context. NEW & NOTEWORTHY Here we studied the eye-hand coordination of monkeys during flexible manual interception of a moving target. Eye movements were untrained and not explicitly associated with reward. We found that the initial saccades toward the moving target adequately compensated for sensory transmission delays, but not for extra target displacement, whereas the reaching arm movements fully compensated for sensorimotor delays, suggesting that the mode of eye-hand coordination strongly depends on behavioral context.

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

Saccadic eye movements and finger reaction times of table tennis players of different levels

2000 ◽  
Vol 24 (2) ◽  
pp. 335-338 ◽  
Author(s):  
Matthieu Lenoir ◽  
Luc Crevits ◽  
Maarten Goethals ◽  
Peter Duyck ◽  
Joanne Wildenbeest ◽  
...  
Keyword(s):  
Eye Movements ◽  
Reaction Times ◽  
Saccadic Eye Movements ◽  
Table Tennis ◽  
Tennis Players ◽  
Different Levels

Mastering the Skills of Semantic Reading As a Result of Teaching Younger Schoolchildren

2020 ◽  
Vol 8 (5) ◽  
pp. 3-10
Author(s):  
Natalya Vinogradova
Keyword(s):  
Learning Outcomes ◽  
Reading Skills ◽  
School Education ◽  
Functional Literacy ◽  
Primary Schoolchildren ◽  
Main Component

The article describes the semantic reading, considered as the main component of communicative functional literacy, the mastery of which includes both subject and meta-subject learning outcomes of primary schoolchildren. The features of the methodology of teaching semantic reading at different stages of school education are revealed. Examples of tasks that contribute to the development of semantic reading skills in schoolchildren studying in the first and second grades are given.

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 Search and Target Acquisition

1993 ◽  
Vol 37 (19) ◽  
pp. 1305-1309
Author(s):  
Deborah P. Birkmire ◽  
Robert Karsh ◽  
B. Diane Barnette ◽  
Ramakrishna Pillalamarri ◽  
Samantha DiBastiani
Keyword(s):  
Eye Movements ◽  
Visual Attention ◽  
Target Acquisition ◽  
Regression Analyses ◽  
Video Images ◽  
Eye Fixations ◽  
Fixation Durations ◽  
Acquisition Task ◽  
Global And Local ◽  
Different Levels

The frequency distribution of eye fixations and fixation durations during a search and target acquisition task was examined to determine if the allocation of visual attention was related to target, scene, and/or observer characteristics. Ninety computer-generated scenes simulating infrared imagery and containing different levels of clutter and zero, one, two, or three targets were produced. Targets were embedded in these scenes counterbalancing for range and position. Global and local clutter were measured using both statistical variance and probability of edge metrics. Thirty-three aviators, tankers, and infantry soldiers were shown still video images of the 90 scenes and were instructed to search for targets. Results of multiple regression analyses of global clutter, local clutter, range, number of targets, target dimensions, target complexity, and group membershi on eye fixations and fixation durations are given and discussed in terms of search strategies.

PLANNING AND SELF-CONTROL IN THE COGNITIVE REGULATION OF PRIMARY SCHOOLCHILDREN WITH UNBALANCED HERITAGE BILINGUALISM

2021 ◽  
Vol 31 (3) ◽  
pp. 271-280
Author(s):  
V.Yu. Khotinets ◽  
L.G. Gilmullina
Keyword(s):  
Comparison Group ◽  
Russian Language ◽  
Self Control ◽  
Educational Institutions ◽  
Regulation System ◽  
Cognitive Regulation ◽  
Speech Activity ◽  
Primary Schoolchildren ◽  
Udmurt Republic ◽  
Different Levels

The article concentrates on searching for missing knowledge about the influence of unbalanced heritage (inherited) bilingualism on the cognitive regulation of a child with high speech activity in a second (Russian) language. The study involved junior schoolchildren 7-8 years old: 1) the main group (N=22) - the children with unbalanced heritage bilingualism (who inherited the Tatar language with different levels of linguistic competence in respect of native and Russian languages), 2) the comparison group (N=30) - monolingual children with speech activity in Russian, who study in educational institutions of the Udmurt Republic. According to the results of empirical research, along with a greater severity of the planning indicator the plasticity and flexibility of the cognitive regulation system of the bilinguals has been established, which provides the integrative potential for regular opportunities. We assume that these advantages arise from the activation of bilingual interaction of language systems.

Mastering the Skills of Semantic Reading As a Result of Teaching Younger Schoolchildren

2020 ◽  
Vol 8 (4) ◽  
pp. 3-9
Author(s):  
Natalya Vinogradova
Keyword(s):  
Learning Outcomes ◽  
Reading Skills ◽  
School Education ◽  
Functional Literacy ◽  
Primary Schoolchildren ◽  
Main Component

The article describes the semantic reading, considered as the main component of communicative functional literacy, the mastery of which includes both subject and meta-subject learning outcomes of primary schoolchildren. The features of the methodology of teaching semantic reading at different stages of school education are revealed. Examples of tasks that contribute to the development of semantic reading skills in schoolchildren studying in the first and second grades are given.

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