Regressions during Reading

Inhoff, Albrecht W.; Kim, Andrew; Radach, Ralph

doi:10.3390/vision3030035

Cited by 20 publications

(16 citation statements)

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“…This may seem like an intentional feature of RAP, since the prevention of regressions will inevitably lead to higher reading rates. However, regressions are often crucial to achieve sufficient levels of text comprehension and do not necessarily indicate low levels of reading proficiency (Inhoff et al., 2019). A technical solution for this problem might be a stop button, which pauses the fader and triggers the reappearance of the text, allowing the reinspection of a passage until the stop button is released.…”

Section: Conclusion—limitations and Benefitsmentioning

confidence: 99%

Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach

Korinth

Nagler

2021

Language and Linguist. Compass

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The reading acceleration phenomenon refers to the effect that experimentally induced time constraints can generate instantaneous improvements of reading rate, accuracy and comprehension among typical and reading impaired readers of different age groups. An overview of studies applying the fading manipulation (i.e., letters are erased in reading direction), which induces the time constraints causing the acceleration phenomenon, is provided in the first part of this review. The second part summarises the outcomes of studies using a training approach called the reading acceleration program (RAP) that integrated core principles of the acceleration phenomenon to generate persistent reading performance improvements. Our review shows ample evidence for the validity of the acceleration phenomenon, since it has been replicated across various languages and populations. However, although there are several explanatory approaches for underlying mechanisms, none of them is well substantiated by empirical evidence so far. Similarly, although generally positive effects of RAP training were reported for several languages and groups of readers, the exact mechanisms causing improved reading rates and comprehension are not well understood. Our critical discussion points out several limitations of RAP that call for further research. However, we also highlight several benefits regarding RAP's potential as an intervention approach for enhancements in reading performance. Video abstract link: https://youtu.be/wO6aEXavk8w

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Section: Conclusion—limitations and Benefitsmentioning

confidence: 99%

Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach

Korinth

Nagler

2021

Language and Linguist. Compass

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“…), the idea to summarize all regressions under one unifying function is probably not convincing. Inhoff et al [ 1 ];, for example, suggested that two different types of regressions can be distinguished, namely according to their size, function and target control. One type is referred to as ‘large regressions’ and comprises regressions “that traverse across more than one prior word” (p. 36).…”

Section: A New Approach: the Information Gathering Frameworkmentioning

confidence: 99%

“…On the one hand, regression target locations show a more complex distribution pattern (see e.g. Inhoff et al, 2019, for a review) and on the other hand, post-lexical integration difficulties cannot account for all types of regressions (see e.g. the function of 'small regressions' proposed by Inhoff et al, 2019, or the socalled 'sentence wrap-up effects' mentioned earlier).…”

Section: E-z Reader 10mentioning

confidence: 99%

“…Inhoff et al, 2019, for a review) and on the other hand, post-lexical integration difficulties cannot account for all types of regressions (see e.g. the function of 'small regressions' proposed by Inhoff et al, 2019, or the socalled 'sentence wrap-up effects' mentioned earlier). But we have to keep in mind that the authors of the model explicitly state that "the integration stage […] is a placeholder for a deeper theory of postlexical language processing during reading.…”

Section: E-z Reader 10mentioning

confidence: 99%

“…Regressive saccades moving the eyes against the intended reading direction form an integral part of reading behavior. But although they occur frequently during normal reading, with approximately 5-20% of all saccades being regressions (Inhoff, Kim, & Radach, 2019), there is little consensus on what exactly triggers such a regressive inter-word eye movement.…”

Section: Introductionmentioning

confidence: 99%

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The information gathering framework - a cognitive model of regressive eye movements during reading

Weiss

2020

JEMR

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In this article we present a new eye movement control framework that describes the interaction between fixation durations and regressive saccades during reading: The Information Gathering Framework (IGF). Based on the FC model proposed by Bicknell and Levy (2010), the basic idea of the IGF is that a confidence level for each word is computed while being monitored by three independent thresholds. These thresholds shape eye movement behavior by increasing fixation duration, triggering a regression, or guiding regression target selection. In this way, the IGF does not only account for regressive eye movements but also provides a framework able to model eye movement control during reading across different scenarios. Importantly, within the IGF it is assumed that two different types of regressive eye movements exist which differ with regard to their releases (integrations difficulties vs. missing evidence) but also with regard to their time course. We tested the predictions of the IGF by re-analyzing an experiment of Weiss et al. (2018) and found, inter alia, clear evidence for shorter fixation durations before regressive saccades relative to progressive saccades, with the exception of the last region. This clearly supports the assumptions of the IGF. In addition, we found evidence that there exists a window of about 15–20 characters to the left of the current fixation that plays an important role in target selection, probably indicating the perceptual span during a regressive saccade.

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Parafoveal syntactic processing from word N + 2 during reading: the case of gender-specific German articles

Schwalm

Radach

2023

Psychological Research

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Previous research has suggested that some syntactic information such as word class can be processed parafoveally during reading. However, it is still unclear to what extent early syntactic cueing within noun phrases can facilitate word processing during dynamic reading. Two experiments (total N = 72) were designed to address this question using a gaze-contingent boundary change paradigm to manipulate the syntactic fit within a nominal phrase. Either the article (Experiment 1) or the noun (Experiment 2) was manipulated in the parafovea, resulting in a syntactic mismatch, depending on the condition. Results indicated a substantial elevation of viewing times on both parts of the noun phrase when conflicting syntactic information had been present in the parafovea. In Experiment 1, the article was also fixated more often in the syntactic mismatch condition. These results provide direct evidence of parafoveal syntactic processing. Based on the early time-course of this effect, it can be concluded that grammatical gender is used to generate constraints for the processing of upcoming nouns. To our knowledge, these results also provide the first evidence that syntactic information can be extracted from a parafoveal word N + 2.

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Regressions during Reading

Cited by 20 publications

References 50 publications

Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach

Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach

The information gathering framework - a cognitive model of regressive eye movements during reading

Parafoveal syntactic processing from word N + 2 during reading: the case of gender-specific German articles

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