Studies in the eye movements of good and poor readers.

Alhilali, Wassim; Camachon, Cyril; Hurter, Christophe; Peysakhovich, Vsevolod

doi:10.1037/h0093391

Cited by 43 publications

(13 citation statements)

References 18 publications

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“…Some of these earlier studies have indicated that good readers tend to adjust their eye movements when confronted with difficult materials. Accordingly, readers make the appropriate modifications when provided with different purposes for reading such as reading for supporting details, as against reading for the main idea (Anderson, 1937;Levin & Cohn, 1968). The good readers reportedly display a more sustained EVS span, in contrast to poor readers.…”

Section: On-line Measures Of Processingmentioning

confidence: 99%

Performance in Reading Comprehension — product or process?

Myers

1991

Educational Review

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This article initially reviews the related research literature accounting for the extent to which perceptions about what constitutes reading influence approaches to the evaluation of students' performance in reading comprehension. The comprehension testing view and the metacomprehension view, underscoring product and process respectively, are mentioned. The recent interest in the research field, relative to the concept of metacognition, has tended to emphasize the importance of process over product. Several researchers have investigated how process information can be used to better understand product measures about performance in reading comprehension. Their findings have revealed the challenging nature of the task in obtaining reliable process measures of reading comprehension. But the findings of instructional research in metacognition have not received sufficiently favourable countenance in classroom practice. One encouraging hypothesis, however, is that the instructional advantages to be gained from an increasing knowledge of the reader and the reading process will facilitate better understanding of performance in reading comprehension.

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Section: On-line Measures Of Processingmentioning

confidence: 99%

Performance in Reading Comprehension — product or process?

Myers

1991

Educational Review

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“…A study by Anderson (1937) describes the flexibility which good and poor cornprehenders display on different reading tasks. Based on the eyemovement records of university freshmen who were good and poor comprehenders.…”

Section: Comparing Aural and Reading Comprehensionmentioning

confidence: 99%

“…For good cornprehenders, the unit selected will probably be a function of task demands (Anderson, 1937: Anderson & Swanson, 1937Levin 6: Cohn, 1068). Good comprehenders are adaptable and flexible in their pattern of reading; they will vary their eye movements, shift the size of their processing unit, and efficiently use supplementary contextual information (Steiner et al, 1971).…”

Section: Concluding Commentsmentioning

confidence: 99%

A Comparison of Reading Comprehension Processes in Good and Poor Comprehenders

Golinkoff¹

1975

Reading Research Quarterly

105

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This paper critically reviews selected studies in the area of reading comprehension, in order to characterize the differential patterns that skilled and unskilled comprehenders employ. The research reviewed is organized into three broad components: (1) decoding, (2) accessing the meaning of single printed words, and (3) text organization processes, or obtaining meaning from larger stretches of text. Results from various studies suggest that good and boor comprehenders differ primarily in the first and third components. Speculations are offerrA on the interrelationships between these components and their effect on reading comprehension processes. (Author) * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * respoasible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original.

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“…Since eye movements are involved both in visual search and in reading, it could be argued, in the absence ofany control procedures, that any correlation which occurred between the two was the result of the ability of the fast readers to make quicker or more efficient eye movements. Now it is true that speed of eye movements bears some small relationship to speed of reading, but the main differences between good and poor readers have been found to lie in duration of fixation and in span of recognition (Anderson, 1937;Tinker, I 946; Gruber,I 962); and these functions are clearly of central origin. Any correlation that was found, therefore, could not be attributable simply to an anatomical limitation at the periphery.…”

Section: Introductionmentioning

confidence: 96%

Visual information processing as a determinant of reading speed

Ellis

Miles

1978

J Research in Reading

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50 students were presented tachistoscopically with arrays of 5 digits, followed by a masking stimulus. They were also tested for speed of reading, for speed of picking out a given digram ('tg') from an arrangement of random letters, and for duration over which material was held in their VIS (visual information store). Similar tests were given to 4 students who had been diagnosed as dyslexic.It was found that those needing longer time to respond correctly in the digit task were significantly slower both in the reading tasks and in the digram search tasks. The 4 dyslexic subjects were the slowest of all. The slower digit processers and readers showed slightly longer VIS duration but these results failed to reach the 5% level of significance.It is argued that speed of processing from the VIS is one determinant of speed of reading. The results are also compatible with the thesis that dyslexic-type difficulties are a manifestation of some general limitation in processing ability. RESUME La vitesse de la transformation des renreignements visuels comme came diterminante de la lecture.La competence en lecture est le resultat de beaucoup de fonctions souscomposantes. Pour examiner l'importance relative de ces fonctions en vue de determiner la compCtence en lecture, il faut, d'abord, determiner les thtmes qu'on peut Ctudier avec le plus grand profit. On sait, par exemple, que la plupart des mesures des mouvements oculaires pendant la lecture sont correlatives A la competence en lecture, et par consequent on asuggert que des mouvements oculaires ineficaces retardent en lecture. Dans cette etude, nous dkmontrons que les etudiants qui transforment lentement des rangs de chiffres present& d'une facon tachistoscopique lisent plus lentement que ceux qui transforment rapidement les chiffres. Comme ces rangs sont transform& d'une seule fixation, on peut conclure que des mouvements oculaires ne jouent pas un role causal dans la determination de la competence en la lecture: des 'lecteurs lents' lisent toujours lentement quand des mouvements oculaires sont impossibles. O n a test6 aussi quatre etudiants dyslexiques; pour transformer ces cinq ran@ de chiffres ils avaient Note: A brief rCsumt of some of the findings in this paper has appeared in Ellis and Miles (1977) but with no supporting detail. I 08Ell& and Miles: Visual information procming besoin d'un espace de temps considCrablement plus long mCme que les 'transformeurs lents'.Parmi les 50 Ctudiants qu'on a testts, des corrklations significatives existent entre la vitesse de transformation des rangs de chiffres, la vitesse de lecture de plusieurs passages d'un niveau de comprehension variable, et la vitesse de la recherche visuelle. Par contraste avec les conclusions de Stanley et Hall (1973) on a trouvC que ni les 'transformeurs lents' ni les Ctudiants dyslexiques ne retenaient des renseignements visuels pendant un espace de temps beaucoup plus long que les lecteurs rapides.La lecture des chiffres, par contraste avec la lecture des mots, n'exige pas un effort de comprChension. ...

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Studies in the eye movements of good and poor readers.

Cited by 43 publications

References 18 publications

Performance in Reading Comprehension — product or process?

Performance in Reading Comprehension — product or process?

A Comparison of Reading Comprehension Processes in Good and Poor Comprehenders

Visual information processing as a determinant of reading speed

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