Eye-Movement Control in RAN and Reading

Kuperman, Victor; Dyke, Julie A. Van; Henry, Regina

doi:10.1080/10888438.2015.1128435

Cited by 35 publications

(33 citation statements)

References 72 publications

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“…For instance, some studies have supported the early results from Pavlidis showing eye movement differences in children with dyslexia and controls in non‐reading eye movement tasks. In contrast, other studies have shown no differences in eye movements during non‐reading tasks in individuals with dyslexia and poor readers compared to age‐matched controls. Hence, the relationship between saccades, fixations and reading performance remains unclear.…”

Section: Introductionmentioning

confidence: 67%

“…e.g. 18,19,48 In general, individuals with good/average reading skills make fewer fixations and regressions and also fixations are briefer than in poor readers. e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Hence, the relationship between saccades, fixations and reading performance remains unclear. It has already been proposed that oculomotor ability is not the principal cause of reading difficulties, 18,19 and the multifactorial nature of reading difficulties implies that saccadic control and/or fixation stability could be one, but not the only, factor hampering reading in a population of poor readers. 9,19,20 Consistent with this, most studies assessing eye movements in poor readers have often failed to obtain any optometric or vision measure other than the eye movement recording.…”

Section: Introductionmentioning

confidence: 99%

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Saccades and fixations in children with delayed reading skills

Viñuela-Navarro

Erichsen

Williams

et al. 2017

Ophthalmic Physiologic Optic

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Section: Introductionmentioning

confidence: 67%

“…e.g. 18,19,48 In general, individuals with good/average reading skills make fewer fixations and regressions and also fixations are briefer than in poor readers. e.g.…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Saccades and fixations in children with delayed reading skills

Viñuela-Navarro

Erichsen

Williams

et al. 2017

Ophthalmic Physiologic Optic

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“…Alternative explanations of the serial superiority effect invoking effects of executive function or visual scanning direction have failed to account for the observed associations (Altani, Protopapas, & Georgiou, 2017;Protopapas, Altani, & Georgiou, 2013b; but cf. Kuperman, van Dyke, & Henry, 2016).…”

Section: Differential Associations With Serial and Discrete Namingmentioning

confidence: 99%

Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek

Altani

Georgiou

Deng

et al. 2017

Journal of Experimental Child Psychology

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We examined cross-linguistic effects in the relationship between serial and discrete versions of digit naming and word reading. In total, 113 Mandarin-speaking Chinese children, 100 Korean children, 112 English-speaking Canadian children, and 108 Greek children in Grade 3 were administered tasks of serial and discrete naming of words and digits. Interrelations among tasks indicated that the link between rapid naming and reading is largely determined by the format of the tasks across orthographies. Multigroup path analyses with discrete and serial word reading as dependent variables revealed commonalities as well as significant differences between writing systems. The path coefficient from discrete digits to discrete words was greater for the more transparent orthographies, consistent with more efficient sight-word processing. The effect of discrete word reading on serial word reading was stronger in alphabetic languages, where there was also a suppressive effect of discrete digit naming. However, the effect of serial digit naming on serial word reading did not differ among the four language groups. This pattern of relationships challenges a universal account of reading fluency acquisition while upholding a universal role of rapid serial naming, further distinguishing between multi-element interword and intraword processing.

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“…Furthermore, children and adults diagnosed with a reading disorder are consistently reported to display less efficient patterns of eye movements during RAN and reading tasks, i.e., smaller perceptual spans, longer and more fixations per word, shorter saccades, and more regressions when compared with age-matched typical readers (Rayner, 1986;Ashby and Rayner, 2004;Jones et al, 2008;Logan, 2009;Hawelka et al, 2010;Jones et al, 2010;Moll and Jones, 2013;Pan et al, 2013;Yan et al, 2013;Al Dahhan et al, 2014Kuperman et al, 2016;Henry et al, 2018). Such differences in gaze patterns have been interpreted to reflect that those with reading difficulties require more attentional resources and time to attend and engage cognitive mechanisms in order to process information during fixations than normal age-matched readers.…”

Section: Introductionmentioning

confidence: 99%

Eye Movements During RAN as an Operationalization of the RAN-Reading “Microcosm”

Peters

Bavin

2020

Front. Hum. Neurosci.

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Rapid Automatized Naming (RAN) is a strong predictor of reading aloud, though there is little agreement on what underpins RAN or how it relates to reading. Some theorize phonological skills, while others suggest that RAN reflects the "microcosm" of cognitive and attentional processes also required for reading, with more recent research using eye movements in an attempt to study this relationship. In the current study, we aimed to extend previous investigations to identify whether the temporal patterns of eye movements predict RAN and can, therefore, be established as a method to study the cognitive processes underlying RAN that could then be utilized to elucidate the relationship of RAN to reading. A Gazepoint eye tracker was used to record the eye movements of 93 learner readers aged 5-8 years (M age = 7.00) while performing a custom computerized alphabetic RAN task. Text reading accuracy, comprehension and rate; nonverbal intelligence; and phonological awareness abilities were also assessed. Regression analyses showed that, independently of phonological awareness, eye movements [Fixation Count (FC) and Fixation Duration (FD)] measured during RAN tasks were highly reflective of children's rapid naming performance (92.8%). Both mean FC and mean FD during RAN tasks also predicted text reading accuracy (36.3%), comprehension (31.6%), and rate (36.2%) scores, and in predicting these text reading skills there was a high level of shared variance with RAN performance. In a sub-sample of participants, longer average FDs and counts independently discriminated children with reading difficulties (n = 18; aged 7-9) from neurotypical children matched for age (n = 18), but not from younger neurotypical children matched for reading level (n = 18; aged 5-6). Together, these results suggest that the analysis of eye movements recorded during RAN allows for the operationalization of many of the spatially and temporallybound cognitive and attentional processes that underpin the RAN, and a step towards elucidating its relationship to reading.

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Eye-Movement Control in RAN and Reading

Cited by 35 publications

References 72 publications

Saccades and fixations in children with delayed reading skills

Saccades and fixations in children with delayed reading skills

Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek

Eye Movements During RAN as an Operationalization of the RAN-Reading “Microcosm”

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