We present sentence reading data from a large-scale study with children (N = 632), focusing on three key research questions. (1) What are the trajectories of reading development in oral as compared to silent reading? (2) How are word frequency effects developing and are changes differentially affected by reading mode? (3) Are there systematic differences between better and weaker comprehenders when reading silently vs. aloud? Results illuminate a number of differences between reading modes, including more and prolonged fixations in oral reading, along with less inter-word regressions and attenuated effects of word frequency. Weaker comprehenders were slower, especially in oral reading and showed less flexibility in the allocation of word processing time. Differences between reading modes can be explained by additional processing demands imposed by concurrent articulation and eye-voice coordination when reading aloud.

In this study, we investigated fifth-graders’ (n=52) fall literacy, academic language, and motivation, and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth-graders reacted to the implausible word (i.e., longer gaze duration on the implausible v. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time re-reading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies.

The saccade latency data strongly suggest that alcohol intoxication impairs temporal aspects of saccade generation, irrespective of the level of processing triggering the saccade. The absence of effects on anti-saccade errors calls for further research into the notion of alcohol-induced impairment of the ability to inhibit prepotent responses. Furthermore, the specific impairment of saccade amplitude in the anti-saccade task under alcohol suggests that higher level processes involved in the spatial remapping of target location in the absence of a visually specified saccade goal are specifically affected by alcohol intoxication.

The present study measured the comprehension‐based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. Students read standardized grade‐level passages while an eye movement recording system was used to measure reading rate, fixations (eye stops) per word, fixation durations, and regressions (right‐to‐left eye movements) per word. Eye movement recordings were regarded as valid only if students demonstrated a comprehension level of at least 70% after reading a passage and answering a series of true/false questions. Reading rates increased over grades, with two exceptions: (a) between grades 6 and 8, growth in reading rate appeared to plateau; and (b) between grades 10 and 12, reading rate increases were seen only among students in the upper two quartiles. Changes in the other three efficiency measures reflected similar patterns of reading efficiency development over grades. The reading efficiency of students in this study was also compared with that of a sample of students from 1960, using norms reported by Taylor (1965) and validated by Carver (1989). Comprehension‐based silent reading rates in grade 2 were comparable across the 50‐year span, but the cross‐grade growth trajectory was much shallower in the present study than it was in 1960. These results suggest that present‐day students may not achieve the same level of word‐reading automaticity as did their 1960 counterparts.

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