Reading in third graders with different state of the skill: an eye-tracking study

Korneev, A. E.; Akhutina, Tatiana V.; Matveeva, Ekaterina Yu.

doi:10.11621/vsp.2019.02.64

Cited by 8 publications

(7 citation statements)

References 2 publications

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“…As for primary schoolchildren, recent oral reading standards are provided in studies by Kornev and Ishimova (2010) and Dorofeeva et al (2019). The results of eye tracking studies focusing on a silent reading task could be therefore used as an alternative for determining which Russian-speaking readers are at high risk of dyslexia: in primary school children Ivanov et al, 2010;Korneev et al, 2018Korneev et al, , 2019Oganov & Kornev, 2017), in middle school children Oganov & Kornev, 2017), in high-school students Ivanov, 2018), and in adults Siegelman et al, 2022). Unfortunately, this is only be possible if researchers have access to an eye tracker.…”

Section: Future Research Directionsmentioning

confidence: 99%

Adolescents reading texts in LexiaD, a dyslexia-specific Cyrillic font: A mobile eye-tracking study

Alexeeva¹,

Zubov²,

Konina³

2022

RJCS

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Recently, LexiaD, a dyslexia-specific Cyrillic font, was tested alongside the widely used Arial font in an experiment during which adolescents with and without dyslexia silently read sentences on a computer screen (Alexeeva et al., 2022). LexiaD showed a worse performance than Arial at the beginning of the experiment, but by the end of it, LexiaD demonstrated a positive effect in feature extraction and similar performance in lexical access, text integration, and global reading processing. We suggest that Arial’s initial advantage can be explained either by its familiarity or by its design features. The current study aims to test these assumptions in adolescents without dyslexia by comparing LexiaD with two popular fonts familiar to adolescents: Times New Roman and Roboto (a default font for the Google applications that is similar to Arial). Participants silently read printed versions of three texts (one in each of the three fonts) while their eye movements were recorded using a mobile eye tracker (Pupil Core glasses). In reading speed measures, Roboto outperformed LexiaD, whereas we found no evidence that Times New Roman’s performance was better than that of LexiaD. Moreover, there was no evidence that the control fonts differed in terms of subjective font familiarity. Therefore, we speculate that it was the design features that contributed the most to Arial becoming a facilitating font in the previous experiment. A study that investigates the efficiency of LexiaD, Arial/Roboto, and Times New Roman in a less experienced group (with participants less accustomed to particular fonts) is required to replicate our results. Involving people with dyslexia in future studies is extremely important.

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Section: Future Research Directionsmentioning

confidence: 99%

Adolescents reading texts in LexiaD, a dyslexia-specific Cyrillic font: A mobile eye-tracking study

Alexeeva¹,

Zubov²,

Konina³

2022

RJCS

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“…The experiments described above were limited to examining the differences between the three domains of the simplified Russian language. In future studies, it would be interesting to investigate the change in the comprehensibility level inside these domains, for example, from one school grade to another, and to observe whether the language of educational texts reflects a crucial restructuring in reading patterns that occurs around the third grade (Korneev et al, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, research on textual complexity in Russian is still in search of parameters that predict the complexity of comprehension more reliably and precisely than readability formulas (Laposhina, 2017;Solovyev et al, 2018). Psychophysiological studies of reading in the elementary school age confirm the influence of various factors, such as the frequency of words included in the text or discourse parameters of the text, on text comprehension, but at the moment these parameters are not considered in standard readability formulas for Russian (Petrova, 2016;Korneev et al, 2018Korneev et al, , 2019. Finally, in the field of automatic simplification, a promising and actively pursued task in natural language processing, the problem of scarce data resources for simplification in Russian is noted (Sakhovskiy et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of Educational Texts for Native, Foreign, and Bilingual Young Speakers of Russian: Are Simplified Texts Equally Simple?

2021

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Studies on simple language and simplification are often based on datasets of texts, either for children or learners of a second language. In both cases, these texts represent an example of simple language, but simplification likely involves different strategies. As such, this data may not be entirely homogeneous in terms of text simplicity. This study investigates linguistic properties and specific simplification strategies used in Russian texts for primary school children with different language backgrounds and levels of language proficiency. To explore the structure and variability of simple texts for young readers of different age groups, we have trained models for multiclass and binary classification. The models were based on quantitative features of texts. Subsequently, we evaluated the simplification strategies applied to readers of the same age with different linguistic backgrounds. This study is particularly relevant for the Russian language material, where the concept of easy and plain language has not been sufficiently investigated. The study revealed that the three types of texts cannot easily be distinguished from each other by judging the performance of multiclass models based on various quantitative features. Therefore, it can be said that texts of all types exhibit a similar level of accessibility to young readers. In contrast, binary classification tasks demonstrated better results, especially in the R-native vs. non R-native track (with 0.78 F1-score), these results may indicate that the strategies used for adapting or creating texts for each type of audience are different.

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“…Therefore, reading is a taught skill depending upon a range of perceptual processes and cognitive abilities affecting learning over time and across development [ 2 , 3 , 4 ]. One of the key objectives of early education is the learning of reading, and a number of research studies have explored the process of reading skills acquisition in children [ 2 , 5 , 6 , 7 ]. Depending on their individual set of underlying abilities, children will have different developmental profiles of reading skill obtainment, while weaknesses in some abilities may cause reading impairments over time.…”

Section: Introductionmentioning

confidence: 99%

The Sensor Hub for Detecting the Developmental Characteristics in Reading in Children on a White vs. Colored Background/Colored Overlays

Jakovljević

Janković

Savić

et al. 2021

Sensors

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This study investigated the influence of white vs. 12 background and overlay colors on the reading process in twenty-four school-age children. Previous research reported that colors could affect reading skills as an important factor in the emotional and physiological state of the body. The aim of the study was to assess developmental differences between second and third grade students of an elementary school, and to evaluate differences in electroencephalography (EEG), ocular, electrodermal activities (EDA) and heart rate variability (HRV). Our findings showed a decreasing trend with age regarding EEG power bands (Alpha, Beta, Delta, Theta) and lower scores of reading duration and eye-tracking measures in younger children compared to older children. As shown in the results, HRV parameters showed higher scores in 12 background and overlay colors among second than third grade students, which is linearly correlated to the level of stress and is readable from EDA measures as well. Our study showed the calming effect on second graders of turquoise and blue background colors. Considering other colors separately for each parameter, we assumed that there are no systematic differences in reading duration, EEG power band, eye-tracking and EDA measures.

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Reading in third graders with different state of the skill: an eye-tracking study

Cited by 8 publications

References 2 publications

Adolescents reading texts in LexiaD, a dyslexia-specific Cyrillic font: A mobile eye-tracking study

Adolescents reading texts in LexiaD, a dyslexia-specific Cyrillic font: A mobile eye-tracking study

A Comparative Study of Educational Texts for Native, Foreign, and Bilingual Young Speakers of Russian: Are Simplified Texts Equally Simple?

The Sensor Hub for Detecting the Developmental Characteristics in Reading in Children on a White vs. Colored Background/Colored Overlays

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