scholarly journals Evidence from ERP and Eye Movements as Markers of Language Dysfunction in Dyslexia

2022 ◽  
Vol 12 (1) ◽  
pp. 73
Author(s):  
Aikaterini Premeti ◽  
Maria Pia Bucci ◽  
Frédéric Isel
Keyword(s):  
Eye Movements ◽  
Environmental Factors ◽  
Phonological Awareness ◽  
Eye Movement ◽  
Developmental Dyslexia ◽  
Reading Ability ◽  
Alternative Hypothesis ◽  
Brain Potential ◽  
Attentional Deficits ◽  
Genetic And Environmental Factors

Developmental dyslexia is a complex reading disorder involving genetic and environmental factors. After more than a century of research, its etiology remains debated. Two hypotheses are often put forward by scholars to account for the causes of dyslexia. The most common one, the linguistic hypothesis, postulates that dyslexia is due to poor phonological awareness. The alternative hypothesis considers that dyslexia is caused by visual-attentional deficits and abnormal eye movement patterns. This article reviews a series of selected event-related brain potential (ERP) and eye movement studies on the reading ability of dyslexic individuals to provide an informed state of knowledge on the etiology of dyslexia. Our purpose is to show that the two abovementioned hypotheses are not necessarily mutually exclusive, and that dyslexia should rather be considered as a multifactorial deficit.

scholarly journals The Influence of Articulatory Suppression on Reading Among Chinese Children with Developmental Dyslexia: An Eye-Movement and Case-Control Study

2020 ◽  
Author(s):  
Xiuhong Li ◽  
Weidong Li ◽  
Buyun Liu ◽  
Jinxin Zhang ◽  
Jingwen Ma ◽  
...  
Keyword(s):  
Eye Movement ◽  
Developmental Dyslexia ◽  
Reading Ability ◽  
High Speed ◽  
Articulatory Suppression ◽  
Reading Speed ◽  
Chinese Children ◽  
Phonological Loop ◽  
Eye Tracker ◽  
Core Deficit

Abstract Background: In Western countries, phonological processing deficit was regard as a core deficit in developmental dyslexia (DD). As Chinese is a logographic language, it’s still controversial whether and how the articulatory suppression influences reading ability and processing of Chinese children with DD. The study aimed to examine how the phonological loop influences reading ability and processing in Chinese children with DD.Methods: This study included 30 children with DD and 37 children without DD. Two types of articles (i.e., scenery prose and narrative story) and two conditions (under the conditions of articulatory-suppression and silent reading) were applied. An eye-link II High-Speed Eye Tracker was used to track a series of eye-movement parameters. The data was analyzed by the linear Mixed-Effects model. Results: Compared with children without DD, Children with DD had lower reading achievement (RA), frequency of saccades (FS) and frequency of fixations (FF), longer reading time (RT) and average fixation duration (AFD), slower reading speed (RS), shorter average saccade amplitude (ASA) and fixation distance (FD), more number of fixations (NF) and number of saccades (NS). There were significant interactions between participant group and articulatory suppression on RT and FD. We also observed interaction effects between article types and articulatory suppression on RA, AFD, ASA, and FS.Conclusion: Children DD exhibit abnormal phonological loop and eye movements while reading. The role of the articulatory suppression on reading varies with the presentation of DD and the article type.

scholarly journals The Influence of Articulatory Suppression on Reading Among Chinese Children With Developmental Dyslexia: An Eye-Movement Study

2021 ◽  
Vol 9 ◽  
Author(s):  
Xiuhong Li ◽  
Weidong Li ◽  
Buyun Liu ◽  
Jinxin Zhang ◽  
Jingwen Ma ◽  
...  
Keyword(s):  
Eye Movement ◽  
Developmental Dyslexia ◽  
Reading Ability ◽  
High Speed ◽  
Articulatory Suppression ◽  
Reading Speed ◽  
Chinese Children ◽  
Phonological Loop ◽  
Eye Tracker ◽  
Movement Parameters

Objective: The study aimed to examine how the phonological loop influences reading ability and processing in Chinese children with developmental dyslexia (DD).Methods: This study included 30 children with DD and 37 children without DD. Two types of articles (i.e., scenery prose and narrative story) and two conditions (under the conditions of articulatory-suppression and silent reading) were applied. An eye-link II High-Speed Eye Tracker was used to track a series of eye-movement parameters. The data were analyzed by the linear Mixed-Effects model.Results: Compared with children without DD, Children with DD had lower reading achievement (RA), frequency of saccades (FS) and frequency of fixations (FF), longer reading time (RT) and average fixation duration (AFD), slower reading speed (RS), shorter average saccade amplitude (ASA) and fixation distance (FD), more number of fixations (NF), and number of saccades (NS). There were significant interactions between participant group and articulatory suppression on RT and FD. We also observed interaction effects between article types and articulatory suppression on RA, AFD, ASA, and FS.Conclusion: Children DD exhibit abnormal phonological loop and eye movements while reading. The role of articulatory suppression on reading varies with the presentation of DD and the article type.

The early processing of metaphors and similes: Evidence from eye movements

2018 ◽  
Vol 71 (1) ◽  
pp. 161-168 ◽  
Author(s):  
Jane Ashby ◽  
Carlos Roncero ◽  
Roberto G de Almeida ◽  
Stephen J Agauas
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Reading Ability ◽  
Surface Form ◽  
Early Processing ◽  
Movement Study ◽  
Metaphor Interpretation

This eye movement study examined how people read nominal metaphors and similes in order to investigate how the surface form, or wording, of these expressions affected early processing. Participants silently read metaphors ( knowledge is a river) and similes ( knowledge is like a river). The identical words were used in the topic–vehicle pair ( knowledge– river) in both conditions. Experiments 1 and 2 demonstrated longer reading times and a higher proportion of regressions in metaphors than in similes. Familiarity modulated later metaphor effects in Experiment 1, but not in Experiment 2. Reading ability did not modulate the metaphor effects in Experiment 2. Results indicate that readers revised their initial interpretation of metaphors before moving on to read new text. This suggests that readers did not initially hold figurative interpretations of apt nominal metaphors that are somewhat familiar. Metaphor interpretation may be fast, but it is not easy.

scholarly journals Eye movements in developing readers: From basic research to classroom application.

2019 ◽  
Vol 12 (7) ◽  
Author(s):  
Alexandra Spichtig ◽  
Christian Vorstius ◽  
Ronan Reilly ◽  
Jochen Laubrock
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Reading Ability ◽  
Large Scale ◽  
Basic Research ◽  
Video Stream ◽  
Reading Education ◽  
Reading Behaviors ◽  
Perceptual Span ◽  
Increased Risk

Video stream: https://vimeo.com/362645755 Eye-movement recording has made it possible to achieve a detailed understanding of oculomotor and cognitive behavior during reading and of changes in this behavior across the stages of reading development. Given that many students struggle to attain even basic reading skills, a logical extension of eye-movement research involves its applications in both the diagnostic and instructional areas of reading education. The focus of this symposium is on eye-movement research with potential implications for reading education. Christian Vorstius will review results from a large-scale longitudinal study that examined the development of spatial parameters in fixation patterns within three cohorts, ranging from elementary to early middle school, discussing an early development window and its potential influences on reading ability and orthography. Ronan Reilly and Xi Fan will present longitudinal data related to developmental changes in reading-related eye movements in Chinese. Their findings are indicative of increasing sensitivity to lexical predictability and sentence coherence. The authors suggest that delays in the emergence of these reading behaviors may signal early an increased risk of reading difficulty. Jochen Laubrock’s presentation will focus on perceptual span development and explore dimensions of this phenomenon with potential educational implications, such as the modulation of perceptual span in relation to cognitive load, as well as preview effects during oral and silent reading --and while reading comic books.

Event-Related Brain Potentials, Eye Movements, and Reading

1993 ◽  
Vol 4 (5) ◽  
pp. 283-286 ◽  
Author(s):  
Gary E. Raney ◽  
Keith Rayner
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Complete Understanding ◽  
Eye Movements And Reading ◽  
Reading Behavior ◽  
Brain Potentials ◽  
Brain Potential ◽  
Movement Data ◽  
Continuous Record ◽  
Types Of Information

This article compares studies that use event-related brain potential (ERP) and eye movement data to examine changes in reading behavior when a text is read twice. Although the types of information provided by these methodologies are different, both indicate that rereading a text facilitates many aspects of processing. ERPs provide a method for measuring comprehension and memory processes separately, while eye movements provide a continuous record of performance and allow changes in reading behavior to be localized to specific words. The results from these studies are compatible. However, converging evidence is not always found when different paradigms are contrasted, and diverging results can provide important information. To facilitate comparison across experiments, we suggest using a common set of materials for both paradigms. We conclude that comparing the results of research based on more than one paradigm provides a more complete understanding of the processes involved in reading.

Neural correlates of individual differences in fixation duration during natural reading

2018 ◽  
Vol 71 (1) ◽  
pp. 314-323 ◽  
Author(s):  
John M Henderson ◽  
Wonil Choi ◽  
Steven G Luke ◽  
Joseph Schmidt
Keyword(s):  
Individual Differences ◽  
Eye Movements ◽  
Eye Movement ◽  
Language Processing ◽  
Reading Ability ◽  
Fixation Duration ◽  
Inferior Frontal Gyrus ◽  
Movement Control ◽  
Neural Correlates ◽  
Eye Movement Control

Reading requires integration of language and cognitive processes with attention and eye movement control. Individuals differ in their reading ability, but little is known about the neurocognitive processes associated with these individual differences. To investigate this issue, we combined eyetracking and functional magnetic resonance imaging (fMRI), simultaneously recording eye movements and blood oxygen level dependent (BOLD) activity while subjects read text passages. We found that the variability and skew of fixation duration distributions across individuals, as assessed by ex-Gaussian analyses, decreased with increasing neural activity in regions associated with the cortical eye movement control network (left frontal eye fields [FEF], left intraparietal sulcus [IPS], left inferior frontal gyrus [IFG] and right IFG). The results suggest that individual differences in fixation duration during reading are related to underlying neurocognitive processes associated with the eye movement control system and its relationship to language processing. The results also show that eye movements and fMRI can be combined to investigate the neural correlates of individual differences in natural reading.

Reductionist thinking and animal models in neuropsychiatric research

2019 ◽  
Vol 42 ◽  
Author(s):  
Nicole M. Baran
Keyword(s):  
Animal Models ◽  
Mental Disorders ◽  
Environmental Factors ◽  
Neuropsychiatric Disorders ◽  
Model Organisms ◽  
Developmental Genetic ◽  
Term Study ◽  
Genetic And Environmental Factors ◽  
Mechanisms Of Plasticity

AbstractReductionist thinking in neuroscience is manifest in the widespread use of animal models of neuropsychiatric disorders. Broader investigations of diverse behaviors in non-model organisms and longer-term study of the mechanisms of plasticity will yield fundamental insights into the neurobiological, developmental, genetic, and environmental factors contributing to the “massively multifactorial system networks” which go awry in mental disorders.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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.

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