Word- and Text-Level Processes Contributing to Fluent Reading of Word Lists and Sentences

In this study, we investigated how word- and text-level processes contribute to different types of reading fluency measures. We aimed to increase our understanding of the underlying processes necessary for fluent reading. The sample included 73 Dutch Grade 3 children, who were assessed on serial word reading rate (familiar words), word-list reading fluency (increasingly difficult words), and sentence reading fluency. Word-level processes were individual word recognition speed (discrete word reading) and sequential processing efficiency (serial digit naming). Text-level processes were receptive vocabulary and syntactic skills. The results showed that word- and text-level processes combined accounted for a comparable amount of variance in all fluency outcomes. Both word-level processes were moderate predictors of all fluency outcomes. However, vocabulary only moderately predicted sentence reading fluency, and syntactic skills merely contributed to sentence reading fluency indirectly through vocabulary. The findings indicate that sequential processing efficiency has a crucial role in reading fluency across various measures besides individual word recognition speed. Additionally, text-level processes come into play when complexity and context availability of fluency measures increases, but the exact timing requires further study. Findings are discussed in terms of future directions and their possible value for diagnostic assessment and intervention of reading difficulties.

TEACHING JUNIOR SCHOOLCHILDREN TO FLUENT READING WHILE DEVELOPING INFORMATION SKILLS

Cognitive skills of primary schoolchildren in the information world. Processes involved in reading.

Neural evidence for lexical parafoveal processing

In spite of the reduced visual acuity, parafoveal information plays an important role in natural reading. However, competing models on reading disagree on whether words are previewed parafoveally at the lexical level. We find neural evidence for lexical parafoveal processing by combining a rapid invisible frequency tagging (RIFT) approach with magnetoencephalography (MEG) and eye-tracking. In a silent reading task, target words are tagged (flickered) subliminally at 60 Hz. The tagging responses measured when fixating on the pre-target word reflect parafoveal processing of the target word. We observe stronger tagging responses during pre-target fixations when followed by low compared with high lexical frequency targets. Moreover, this lexical parafoveal processing is associated with individual reading speed. Our findings suggest that reading unfolds in the fovea and parafovea simultaneously to support fluent reading.

Lexical parafoveal previewing predicts reading speed

While reading is an essential human skill, the neuronal mechanisms supporting proficient reading are not well understood. In spite of the reduced visual acuity, parafoveal information plays a critical role in natural reading. However, it is debated whether words are previewed parafoveally at the lexical level. This is a key dispute for competing models on reading. We found neural evidence for lexical parafoveal previewing by combining a novel rapid invisible frequency tagging (RIFT) approach with magnetoencephalography (MEG) and eye-tracking. In a silent reading task, target words were tagged (flickered) subliminally at 60 Hz. The tagging responses measured when fixating on the pre-target word reflected parafoveal previewing of the target word. We observed stronger tagging responses during pre-target fixations when followed by low compared to high lexical frequency targets. Moreover, this lexical previewing predicted individual reading speed. Our findings demonstrate that reading unfolds in the fovea and parafovea simultaneously to support fluent reading.

Neurophysiological, Oculomotor, and Computational Modeling of Impaired Reading Ability in Schizophrenia

Schizophrenia (Sz) is associated with deficits in fluent reading ability that compromise functional outcomes. Here, we utilize a combined eye-tracking, neurophysiological, and computational modeling approach to analyze underlying visual and oculomotor processes. Subjects included 26 Sz patients (SzP) and 26 healthy controls. Eye-tracking and electroencephalography data were acquired continuously during the reading of passages from the Gray Oral Reading Tests reading battery, permitting between-group evaluation of both oculomotor activity and fixation-related potentials (FRP). Schizophrenia patients showed a marked increase in time required per word (d = 1.3, P < .0001), reflecting both a moderate increase in fixation duration (d = .7, P = .026) and a large increase in the total saccade number (d = 1.6, P < .0001). Simulation models that incorporated alterations in both lower-level visual and oculomotor function as well as higher-level lexical processing performed better than models that assumed either deficit-type alone. In neurophysiological analyses, amplitude of the fixation-related P1 potential (P1f) was significantly reduced in SzP (d = .66, P = .013), reflecting reduced phase reset of ongoing theta-alpha band activity (d = .74, P = .019). In turn, P1f deficits significantly predicted increased saccade number both across groups (P = .017) and within SzP alone (P = .042). Computational and neurophysiological methods provide increasingly important approaches for investigating sensory contributions to impaired cognition during naturalistic processing in Sz. Here, we demonstrate deficits in reading rate that reflect both sensory/oculomotor- and semantic-level impairments and that manifest, respectively, as alterations in saccade number and fixation duration. Impaired P1f generation reflects impaired fixation-related reset of ongoing brain rhythms and suggests inefficient information processing within the early visual system as a basis for oculomotor dyscontrol during fluent reading in Sz.

Metode Yanbu’a Sebagai Pedoman Membaca Al-Qur’an

The problem found when the children did not read Al Quran fluently. The aim of this study is to provision of the students’ voluble reading Al Quran. It was qualitative research that consist of 20 students at PPTQ Assalam Bandung City. The sample of this research was 20 students in 12 – 15 years old. The result showed that through Yanbu’a methods in application of reading Al Quran, the students was enthusiastic and fluent reading. They got easier in understanding of Tajwid in reading Al Quran Keywords: Yanbu’a Method, Reading Al Quran