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Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill

Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill
Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill
Compared to skilled adult readers, children typically make more fixations that are longer in duration, shorter saccades, and more regressions, thus reading more slowly (Blythe & Joseph, 2011). Recent attempts to understand the reasons for these differences have discovered some similarities (e.g., children and adults target their saccades similarly; Joseph, Liversedge, Blythe, White, & Rayner, 2009) and some differences (e.g., children’s fixation durations are more affected by lexical variables; Blythe, Liversedge, Joseph, White, & Rayner, 2009) that have yet to be explained. In this article, the E-Z Reader model of eye-movement control in reading (Reichle, 2011; Reichle, Pollatsek, Fisher, & Rayner, 1998) is used to simulate various eye-movement phenomena in adults versus children in order to evaluate hypotheses about the concurrent development of reading skill and eye-movement behavior. These simulations suggest that the primary difference between children and adults is their rate of lexical processing, and that different rates of (post-lexical) language processing may also contribute to some phenomena (e.g., children’s slower detection of semantic anomalies; Joseph et al., 2008). The theoretical implications of this hypothesis are discussed, including possible alternative accounts of these developmental changes, how reading skill and eye movements change across the entire lifespan (e.g., college-aged vs. older readers), and individual differences in reading ability.
computer model, eye movements, e-z reader, lexical access, reading, reading skill
0273-2297
110-149
Reichle, Erik D.
44dc4e6a-e5e2-47c5-9a09-2ef759db0583
Liversedge, Simon P.
3ebda3f3-d930-4f89-85d5-5654d8fe7dee
Drieghe, Denis
dfe41922-1cea-47f4-904b-26d5c9fe85ce
Blythe, Hazel I.
51835633-e40b-4e8b-ae49-ad6b2f927f4c
Joseph, Holly S.S.L
e08c3bb6-ec4b-4ab9-a4b8-ab5f440328e6
White, Sarah S.J.
27089059-c592-4316-a37c-790fec8d59ea
Rayner, Keith
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Reichle, Erik D.
44dc4e6a-e5e2-47c5-9a09-2ef759db0583
Liversedge, Simon P.
3ebda3f3-d930-4f89-85d5-5654d8fe7dee
Drieghe, Denis
dfe41922-1cea-47f4-904b-26d5c9fe85ce
Blythe, Hazel I.
51835633-e40b-4e8b-ae49-ad6b2f927f4c
Joseph, Holly S.S.L
e08c3bb6-ec4b-4ab9-a4b8-ab5f440328e6
White, Sarah S.J.
27089059-c592-4316-a37c-790fec8d59ea
Rayner, Keith
15f4ff90-d631-457b-a055-3944b702ea27

Reichle, Erik D., Liversedge, Simon P., Drieghe, Denis, Blythe, Hazel I., Joseph, Holly S.S.L, White, Sarah S.J. and Rayner, Keith (2013) Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill. Developmental Review, 33 (2), 110-149. (doi:10.1016/j.dr.2013.03.001).

Record type: Article

Abstract

Compared to skilled adult readers, children typically make more fixations that are longer in duration, shorter saccades, and more regressions, thus reading more slowly (Blythe & Joseph, 2011). Recent attempts to understand the reasons for these differences have discovered some similarities (e.g., children and adults target their saccades similarly; Joseph, Liversedge, Blythe, White, & Rayner, 2009) and some differences (e.g., children’s fixation durations are more affected by lexical variables; Blythe, Liversedge, Joseph, White, & Rayner, 2009) that have yet to be explained. In this article, the E-Z Reader model of eye-movement control in reading (Reichle, 2011; Reichle, Pollatsek, Fisher, & Rayner, 1998) is used to simulate various eye-movement phenomena in adults versus children in order to evaluate hypotheses about the concurrent development of reading skill and eye-movement behavior. These simulations suggest that the primary difference between children and adults is their rate of lexical processing, and that different rates of (post-lexical) language processing may also contribute to some phenomena (e.g., children’s slower detection of semantic anomalies; Joseph et al., 2008). The theoretical implications of this hypothesis are discussed, including possible alternative accounts of these developmental changes, how reading skill and eye movements change across the entire lifespan (e.g., college-aged vs. older readers), and individual differences in reading ability.

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e-pub ahead of print date: 25 April 2013
Published date: June 2013
Keywords: computer model, eye movements, e-z reader, lexical access, reading, reading skill

Identifiers

Local EPrints ID: 353743
URI: http://eprints.soton.ac.uk/id/eprint/353743
ISSN: 0273-2297
PURE UUID: 5f3da8c3-bfa9-495b-8a86-81ce3f4d40fb
ORCID for Denis Drieghe: ORCID iD orcid.org/0000-0001-9630-8410

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Date deposited: 19 Jun 2013 09:20
Last modified: 15 Mar 2024 03:34

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Contributors

Author: Erik D. Reichle
Author: Simon P. Liversedge
Author: Denis Drieghe ORCID iD
Author: Hazel I. Blythe
Author: Holly S.S.L Joseph
Author: Sarah S.J. White
Author: Keith Rayner

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