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

Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου

2014 ◽  
Author(s):  
Σοφία Παπαϊωάννου
Keyword(s):  
Reading Comprehension ◽  
Cognitive Abilities ◽  
Reading Skills ◽  
Short Term Memory ◽  
Vocabulary Knowledge ◽  
School Students ◽  
Cognitive Approach ◽  
Academic Difficulties ◽  
Close Link ◽  
Development Of Language

Development of Cognitive and Academic Abilities in Greek Elementary School Students The development of language and reading skills is closely linked to the maturation ofcognitive abilities. This study focuses on Attention and Executive skills (EFs) and theirconnection with the development of language and reading skills among elementary schoolstudents, with emphasis on reading comprehension. In the context of two studies weexamined: the effect of Attention and EFs on Reading Comprehension controlling for printrelatedskills, the direct and indirect effects of attention, the factors that may moderate theseeffects of cognitive abilities on Reading Comprehension, and the cognitive and academicperformance of children demonstrating teacher-rated ADHD-related symptoms. A battery of tests assessing Sustained Attention, Short-term Memory (STM), EFs, andacademic skills was administered to a representative sample of, largely untreated, Greekelementary school students (N= 597 and N=923, respectively). Attention and EFs contributedsignificant additional variance to the prediction of Reading Comprehension after controllingfor efficiency, accuracy, morphosyntactic and vocabulary knowledge. Attention-relatedabilities contributed to Reading Comprehension indirectly through EFs. The only factor thatmoderated the effects of EFs on Reading Comprehension was Reading Efficiency. Significantdeficits in EFs and STM were restricted to the groups of students displaying inattentionsymptoms. Results demonstrated a close link between EFs, other than inhibition and set-shifting,everyday symptoms of inattention, and achievement in math and word-level reading skills.Reduced performance on EF measures was identified as the most important factor thatdistinguished between students with pervasive academic difficulties and their typicallyachieving peers, regardless of the presence of inattention symptoms. Considering the crosssectionalnature of the present study, our results provide some support to the hypothesis that EF deficits are causally related to developmental academic difficulties, and may set a firmbasis for implementing a cognitive approach to the management of students with ReadingComprehension difficulties and severe inattention symptoms.

scholarly journals WALD-EM: Wald Accumulation for Locations and Durations of Eye Movements

2020 ◽  
Author(s):  
Šimon Kucharský ◽  
Daan Roelof van Renswoude ◽  
Maartje Eusebia Josefa Raijmakers ◽  
Ingmar Visser
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Empirical Research ◽  
Process Models ◽  
Movement Behavior ◽  
Movement Data ◽  
Fixation Durations ◽  
Research Cycle ◽  
Fixation Locations ◽  
Basic Characteristics

Describing, analyzing and explaining patterns in eye movement behavior is crucial for understanding visual perception. Further, eye movements are increasingly used in informing cognitive process models. In this article, we start by reviewing basic characteristics and desiderata for models of eye movements. Specifically, we argue that there is a need for models combining spatial and temporal aspects of eye-tracking data (i.e., fixation durations and fixation locations), that formal models derived from concrete theoretical assumptions are needed to inform our empirical research, and custom statistical models are useful for detecting specific empirical phenomena that are to be explained by said theory. In this article, we develop a conceptual model of eye movements, or specifically, fixation durations and fixation locations, and from it derive a formal statistical model --- meeting our goal of crafting a model useful in both the theoretical and empirical research cycle. We demonstrate the use of the model on an example of infant natural scene viewing, to show that the model is able to explain different features of the eye movement data, and to showcase how to identify that the model needs to be adapted if it does not agree with the data. We conclude with discussion of potential future avenues for formal eye movement models.

Common factors in eye-movements in silent and oral reading.

1937 ◽  
Vol 48 (3) ◽  
pp. 61-77 ◽  
Author(s):  
Irving H. Anderson ◽  
Donald E. Swanson
Keyword(s):  
Eye Movements ◽  
Oral Reading ◽  
Common Factors

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

scholarly journals Electrooculograms for Human–Computer Interaction: A Review

Sensors ◽  
2019 ◽  
Vol 19 (12) ◽  
pp. 2690 ◽  
Author(s):  
Won-Du Chang
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
Eye Movements ◽  
Human Computer Interaction ◽  
Low Cost ◽  
Communication Tools ◽  
Virtual Keyboard ◽  
Basic Characteristics ◽  
Electric Signals ◽  
Lateral Sclerosis ◽  
Computer Interaction

Eye movements generate electric signals, which a user can employ to control his/her environment and communicate with others. This paper presents a review of previous studies on such electric signals, that is, electrooculograms (EOGs), from the perspective of human–computer interaction (HCI). EOGs represent one of the easiest means to estimate eye movements by using a low-cost device, and have been often considered and utilized for HCI applications, such as to facilitate typing on a virtual keyboard, moving a mouse, or controlling a wheelchair. The objective of this study is to summarize the experimental procedures of previous studies and provide a guide for researchers interested in this field. In this work the basic characteristics of EOGs, associated measurements, and signal processing and pattern recognition algorithms are briefly reviewed, and various applications reported in the existing literature are listed. It is expected that EOGs will be a useful source of communication in virtual reality environments, and can act as a valuable communication tools for people with amyotrophic lateral sclerosis.

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 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.

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