Toward a Lifespan Metric of Reading Fluency

Wallot, Sebastian; Orden, Guy Van

doi:10.1142/s0218127411028982

Cited by 19 publications

(14 citation statements)

References 40 publications

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“…Wallot & Van Orden (2011b), found a similar outcome using phrase-unit presentations. Reading times to sentence units are rate limiting compared to spacebar pressing, which is not true of reading times to word units, and so sentences allow the more telling portrait of reading performance.…”

Section: Cross-recurrence Quanti Cation Analysismentioning

confidence: 62%

Fractal and recurrence analysis of psycholinguistic data

Wallot

O’Brien

Orden³

2012

Benjamins Current Topics

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is chapter illustrates nonlinear methods of data analyses for timeseries of reading times, obtained from a self-paced reading task. We present reading data obtained from adult readers, highlighting di erences in reading uency between literate adults (Wallot & Van Orden, 2011b, c), as well as reading data obtained from 2nd, 4th, and 6th graders, highlighting di erences in reading performance between children of di erent ages. ese two di erent data sets illustrate choices that are encountered when nonlinear analysis techniques of timeseries are employed, and we will discuss solutions to maximize the validity and reliability of the analyses.Study 1 concerns the adult data which present a three-factor design with two levels of each factor (i.e., 2 x 2 x 2): the size of the text unit -word units versus sentence units; the uency of readers -Ph.D. candidates in English literature versus undergraduates from an introduction to psychology course; and text repetition -rst reading versus a subsequent reading. e nonlinear methods illustrated are timeseries analyses, which give information about the hypothetical system dynamics that could have produced the time-ordered variability observed across reading times. e payo from these analyses is new information about performance over-and-above and di erent from the results of conventional analyses.Study 2 concerns the children's reading data containing only a single factor, grade level (2nd, 4th, and 6th). Nonlinear methods here illustrate the di erences between the reading performance of the older and younger children, to describe the acquisition of reading skill.In both cases, conventional analyses reveal little about the systems under study. e nonlinear analyses, on the other hand, reveal di erences due to the text unit conditions and the reading uency of the adult's performance, as well as di erences in reading performance across the groups of children. e results give

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Section: Cross-recurrence Quanti Cation Analysismentioning

confidence: 62%

Fractal and recurrence analysis of psycholinguistic data

Wallot

O’Brien

Orden³

2012

Benjamins Current Topics

Self Cite

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“…Wallot and Van Orden used these methods to analyze the variability, stability and interconnectedness of reading performance in a self-paced reading task, where participants reveal every new piece of text with a button press [18], [19], [20]. Could show that the reading dynamics of longer text chunks (i.e., sentences) were much more informative compared to shorter text chunks (i.e., individual words) that are commonly used in self-paced reading tasks [18], [20]. Furthermore, they found that nonlinear statistics were more sensitive in distinguishing between more and less fluent readers [20].…”

Section: Reading and Text Readingmentioning

confidence: 99%

“…Could show that the reading dynamics of longer text chunks (i.e., sentences) were much more informative compared to shorter text chunks (i.e., individual words) that are commonly used in self-paced reading tasks [18], [20]. Furthermore, they found that nonlinear statistics were more sensitive in distinguishing between more and less fluent readers [20]. These first results motivate a more thorough comparison of more traditional and nonlinear metric of the text reading process.…”

Section: Reading and Text Readingmentioning

confidence: 99%

Connected Text Reading and Differences in Text Reading Fluency in Adult Readers

2013

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The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this lack of attention is in parts also due to the lack of statistical analysis techniques, which accommodate interdependent time series. In this study, we investigate text reading performance with traditional and nonlinear analysis techniques and show how outcomes from multiple analyses can used to create a more detailed picture of the process of text reading. Specifically, we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. Our results indicate that classical metrics of reading (such as word frequency) do not capture text reading very well, and that classical measures of reading fluency (such as average reading time) distinguish relatively poorly between participant groups. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency.

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“…Holden, 2002; Holden et al, 2009; Wallot & Van Orden, 2011b). This prediction aligns with the many recent findings across human physiology and cognition that reveal less clear 1/ f scaling in less coordinated, less fluent processes.…”

Section: Hypothesismentioning

confidence: 99%

An interaction-dominant perspective on reading fluency and dyslexia

et al. 2012

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The background noise of response times is often overlooked in scientific inquiries of cognitive performances. However, it is becoming widely acknowledged in psychology, medicine, physiology, physics, and beyond that temporal patterns of variability constitute a rich source of information. Here, we introduce two complexity measures (1/f scaling and recurrence quantification analysis) that employ background noise as metrics of reading fluency. These measures gauge the extent of interdependence across, rather than within, cognitive components. In this study, we investigated dyslexic and non-dyslexic word-naming performance in beginning readers and observed that these complexity metrics differentiate reliably between dyslexic and average response times and correlate strongly with the severity of the reading impairment. The direction of change in the introduced metrics suggests that developmental dyslexia resides from dynamical instabilities in the coordination among the many components necessary to read, which could explain why dyslexic readers score below average on so many distinct tasks and modalities.

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Toward a Lifespan Metric of Reading Fluency

Cited by 19 publications

References 40 publications

Fractal and recurrence analysis of psycholinguistic data

Fractal and recurrence analysis of psycholinguistic data

Connected Text Reading and Differences in Text Reading Fluency in Adult Readers

An interaction-dominant perspective on reading fluency and dyslexia

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