The Oxford Handbook of Reading

Tohidian, Iman

doi:10.1093/oxfordhb/9780199324576.001.0001

Cited by 35 publications

(3 citation statements)

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“…It is well-established that parafoveal processing makes an important contribution to skilled reading. It allows readers to use low-resolution information from outside central (i.e., foveal) vision to begin processing upcoming words and to help guide the targeting of the next eye movement (for reviews, see Cutter et al, 2015; Schotter et al, 2012). Evidence for this comes primarily from studies that use gaze-contingent text-change techniques, such as the moving window and boundary paradigms, to limit the availability of parafoveal information on each fixational pause (for a review, see Rayner, 2014).…”

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confidence: 99%

Adult age differences in parafoveal preview effects during reading: Evidence from Chinese.

He¹,

Ma²,

Shen³

et al. 2021

Psychology and Aging

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We investigated parafoveal processing by 44 young (18-30 years) and 44 older (65+ years) Chinese readers using eye movement measures. Participants read sentences which included an invisible boundary after a two-character word (N) and before two one-character words (N + 1, N + 2). Before a reader's gaze crossed the boundary, N + 1 and N + 2 were shown normally or masked (i.e., as valid/invalid previews), after which they reverted to normal. Young adults obtained preview benefits (a processing advantage for valid over invalid previews) for both words. However, older adults obtained N + 2 preview benefits only when N + 1 was valid, suggesting their parafoveal processing is more limited.

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mentioning

confidence: 99%

Adult age differences in parafoveal preview effects during reading: Evidence from Chinese.

He¹,

Ma²,

Shen³

et al. 2021

Psychology and Aging

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“…Recent literature review suggests semantic, orthographic, and phonological priming to be the robust phenomena (Cortese & Balota, 2013). On the other hand, grammatical priming appears to be more elusive to the point of not even being included in some recent authoritative reviews of the research on the word processing (Cortese & Balota, 2013;Yap & Balota, 2015).…”

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confidence: 99%

“…Evidence suggest that the lexical decision promotes a strategic process of backward prime-target congruency checking, when employed in the linguistic priming paradigm (Neely, Keefe, & Ross, 1989), as a logically viable option for reaching the (lexical) decision, since non-words can never be related to the primes. On the other hand, a naming or pronunciation task is thought to primarily tap the processes of recognizing a letter string as a word, or spelling-to-sound translation (Yap & Balota, 2015), as it is more clearly implicated in the on-line word processing. When obtained in the linguistic priming, naming latencies should predominantly reflect such prelexical processes.…”

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confidence: 99%

Exploring Alternatives for Visual Word Grammatical Priming Procedure: An Erp Study

Ković

Sovilj

Lalovic

2018

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In search of the optimal method for assessing grammatical context effects on the visual word processing, we designed a study to demonstrate that in a simple task of reacting to “oddball“ word pairs, subjects read and linguistically processed both the function and the content word simultaneously presented in a given pair. Properties of the oddball ERP paradigm allowed for stipulation that word pairs would evoke P300 potentials, and that properties and differences between potentials evoked by grammatically congruent and grammatically neutral pairs would indicate a type of stimuli processing. To test such prediction, we paired a noun and a verb with a congruent preposition and a personal pronoun respectively, preceding them to create a grammatically constrained condition, or with the conjunction preceding both target words to create unconstrained condition. The stimuli were employed in the two-stimulus oddball paradigm. Main outcome of our experiment was that the stimuli chosen evoked clear P300 potential as deviants in three out of four situations. More interestingly, in each of the situations P300 peaked well after 400 ms, falling near the upper limit of P300 range as usually reported. Such P300 latencies marked semantic processing (Polich, 2007), and indicated subjects read and linguistically processed both words in pairs. Our results suggested that in order to study effects of the grammatical context on the visual word processing, the standard priming procedure in which primes temporally preceded targets might not be required, or that it could at least be complemented by methods involving simultaneous primes and target presentation less burdened by technical issues.

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Teaching Reading: Foundations and Practices

Stoller¹

2020

The Encyclopedia of Applied Linguistics

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This review of teaching reading addresses three foundations for reading development: (a) reading research findings that provide insights into the construct of academic reading abilities, (b) the translation of research findings into a coherent set of curricular principles for reading instruction, and (c) a set of effective instructional practices that draw upon research findings and curricular principles. Research has shown the complexity of skilled reading, which integrates a large number of specific linguistic skills and underlying cognitive skills. Two lines of research have major implications for reading instruction. The first centers on the powerful roles of vocabulary and syntax in L2 reading development, and the second centers on the widespread affirmation among researchers that reading experience is the key to becoming a skilled reader. The amount of reading that L2 readers engage in serves as the primary explanation for their developing L2 vocabulary, syntax, fluency, and comprehension skills; amount of reading also supports a range of underlying cognitive abilities critical for reading development (background knowledge, motivation, inferencing, comprehension monitoring, goal setting, and self‐regulation, among others). The curricular principles, stemming from these findings as well as research into effective teaching, highlight concepts that drive effective reading instruction. The instructional practices recommended rely on both the research evidence reviewed and best practices among skilled educators.

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The Oxford Handbook of Reading

Cited by 35 publications

References 0 publications

Adult age differences in parafoveal preview effects during reading: Evidence from Chinese.

Adult age differences in parafoveal preview effects during reading: Evidence from Chinese.

Exploring Alternatives for Visual Word Grammatical Priming Procedure: An Erp Study

Teaching Reading: Foundations and Practices

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