Eye tracking studies, a way to understand difficulties in reading processing
Article Sidebar
Main Article Content
Abstract
The aim of this study is to compare the features that characterise reading in Spanish, in dyslexic children and typical readers based on their eye movements, according to the different variables that characterise them: reading time, number and duration of fixations, amplitude, duration and speed of saccades, number of regressions and path length. The eye movements of 36 children aged 9-10 years (16 of whom were diagnosed with dyslexia) were studied while reading words and texts. The analysis showed significant differences in some of the variables studied. Dyslexic children perform a greater number of fixations, require more time to complete the reading task, perform shorter saccades and more regressions compared to typical readers. The average path length and the duration of fixations are similar in both groups.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The articles published at Ocnos will have a Creative Common Licence Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported
Downloads
References
Ashby, J., Rayner, K., & Clifton Jr, C. (2005). Eye movements of highly skilled and average readers: Differential effects of frequency and predictability. The Quarterly Journal of Experimental Psychology Section A, 58(6), 1065-1086.
Blythe, H. I., & Joseph, H. S. S. L. (2011). Children’s eye movements during reading. In S. P. Liversedge, I. D. Gilchrist, & S. Everling (Eds.), Oxford library of psychology. The Oxford handbook of eye movements (p. 643–662). Oxford University Press
Blythe, H. I., Haikio, T., Bertam, R., Liversedge, S. P.& Hyona, J. (2011). Reading disappearing text: Why do children refixate words?. Vision Research, 51(1): 84-92.
Carpenter, P. A., & Just, M. A. (1983). What your eyes do while your mind is reading. In Eye movements in reading (pp. 275-307). Academic Press.
Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180 https://doi.org/10.1016/0010-0277(93)90003-E
Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read?. Cognition, 91(1), 77-111. https://doi.org/10.1016/S0010-0277(03)00164-1
Cuetos, F., & Vega, F. C. (2010). Psicología de la lectura. WK Educación.
Defior, S., Fonseca, L., Gottheil, B., Adrey, A., Jimenez, A., Pujals, M., Rosa, G. & Serrano, F. (2006). LEE. Test de lectura y escritura en español. Buenos Aires: Paidós.
Defior, S., Fonseca, L., Gottheil, B., Adrey, A., Jimenez, A., Pujals, M., Rosa, G. & Serrano, F. (2006). LEE. Test de lectura y escritura en español. Buenos Aires: Paidós.
De Luca, M., Borrelli, M., Judica, A., Spinelli, D., & Zoccolotti, P. (2002). Reading words and pseudowords: An eye movement study of developmental dyslexia. Brain and language, 80(3), 617-626. https://doi.org/10.1006/brln.2001.2637
Escudero, I., Martínez, P., & León, J. A. (2016). Os movimentos oculares como ferramenta metodológica para o estudo das dificuldades de leitura em crianças com TDAH. Letrônica, 9(2), 213-225. https://doi.org/10.15448/1984-4301.2016.2.23788
Fonseca, L.; Gottheil, B.; Aldrey, A.; Pujals, M.; Lagomarsino, I.; Barreyro, J.; Molina, S. (2009). El reconocimiento de palabras como prerrequisito de la comprensión lectora. II Congreso Internacional de Investigación, 2 al 14 de noviembre de 2019, La Plata, Argentina. En Memoria Académica. Disponible en: http://www.memoria.fahce.unlp.edu.ar/trab_eventos/ev.12010/ev.12010.pdf
Haenggi, D., & Perfetti, C. A. (1994). Processing components of college‐level reading comprehension. Discourse Processes, 17(1), 83-104. https://doi.org/10.1080/01638539409544860
Helland T. (2022). Trends in dyslexia research during the period 1950 to 2020, theories, definitions, and publications. Brain Sci. , 12.
Holmqvist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures. OUP Oxford.
Hyönä, J., & Olson, R. K. (1995). Eye fixation patterns among dyslexic and normal readers: Effects of word length and word frequency. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(6), 1430. https://doi.org/10.1037/0278-7393.21.6.1430
Kowler, E., & Martins, A. J. (1982). Eye movements of preschool children. Science, 215 (4535), 997-999. DOI: 10.1126/science.7156979
Irwin, D. E. (1998). Lexical processing during saccadic eye movements. Cognitive Psychology, 36(1), 1-27. https://doi.org/10.1006/cogp.1998.0682
Leinenger, M. (2014). Phonological coding during reading. Psychological Bulletin, 140(6), 1534–1555. https://doi.org/10.1037/a0037830
Leinenger, M., & Rayner, K. (2017). What we know about skilled, beginning, and older readers from monitoring their eye movements. Reading comprehension in educational settings, 16(1).
Liberman, A. M. (1995). “The relation of speech to reading and writing,” in Speech and Writing, eds B. de Gelder and J. Morais, (Hove: Erlbaum aylor & Francis.), 17–31. Doi: 10.4324/9781315111810-2
Lyon, G.R., Shaywitz, S.E. & Shaywitz, B.A. A definition of dyslexia. Ann. Of Dyslexia 53, 1–14 (2003). https://doi.org/10.1007/s11881-003-0001-9
Megherbi, H., Elbro, C., Oakhill, J., Segui, J., & New, B. (2018). The emergence of automaticity in reading: Effects of orthographic depth and word decoding ability on an adjusted Stroop measure. Journal of experimental child psychology, 166, 652-663.
https://doi.org/10.1016/j.jecp.2017.09.016
Parrila, R., & Protopapas, A. (2017). “Dyslexia and word reading problems,” in Theories of Reading Development, eds K. Cain, D. Compton, and R. Parrila, (Amsterdam: John Benjamins), 333–358. Doi: 10.1075/swll.15.19par
Pirozzolo, F. J., & Rayner, K. (1979). Cerebral organization and reading isability. Neuropsychologia, 17(5), 485-491. https://doi.org/10.1016/0028-3932(79)90055-1
Pirozzolo, F. J., & Rayner, K. (1988). Dyslexia: The role of eye movements in developmental reading disabilities. Neuropsychology of eye movements, 65-80.
Ponce De León, R., & Cuadro, A. (2017). Movimiento ocular en la dislexia: un estudio experimental. In IX Congreso Internacional de Investigación y Práctica Profesional en Psicología XXIV Jornadas de Investigación XIII Encuentro de Investigadores en Psicología del MERCOSUR. Facultad de Psicología-Universidad de Buenos Aires. https://www.aacademica.org/000-067/195
Protopapas, A. (2019). Evolving Concepts of Dyslexia and Their Implications for Research and Remediation. Frontiers in Psychology, 10, 2873. https://doi.org/10.3389/fpsyg.2019.02873
Rayner, K. (1978). Eye movements in reading and information processing.
Psychological bulletin, 85(3), 618. https://doi.org/10.1037/0033-2909.85.3.618
Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological bulletin, 124(3), 372. https://doi.org/10.1037/0033-2909.124.3.372
Rayner, K. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention in reading, scene perception, and visual search. Quarterly journal of experimental psychology, 62(8), 1457-1506. https://doi.org/10.1080/17470210902816461
Rayner, K., Pollatsek, A., & Binder, K. S. (1998). Phonological codes and eye movements in reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24(2), 476. https://doi.org/10.1037/0278-7393.24.2.476
Rayner, K., Slattery, T.J. & Bélanger, N.N. Eye movements, the perceptual span, and reading speed. Psychon Bull Rev 17, 834–839 (2010). https://doi.org/10.3758/PBR.17.6.834
Rayner K. Eye movements and attention in reading, scene perception, and visual search. The Quarterly journal of experimentalpsychology. A, Human psychology 2009; 62 (8):1457-1506.
Rello, L., & Ballesteros, M. (2015). Detecting readers with dyslexia using machine learning with eye tracking measures. In Proceedings of the 12th Web for All Conference (pp. 1-8). https://doi.org/10.1145/2745555.2746644
Savage, R. (2006). Reading comprehension is not always the product of nonsense word decoding and linguistic comprehension: Evidence from teenagers who are extremely poor readers. Scientific Studies of Reading, 10(2), 143-164. https://doi.org/10.1207/s1532799xssr1002_2
Seymour, P. H., Aro, M., Erskine, J. M., & Collaboration with COST Action A8 Network. (2003). Foundation literacy acquisition in European orthographies. British Journal of psychology, 94(2), 143-174. https://doi.org/10.1348/000712603321661859
Schilling, H.E.H., Rayner, K. & Chumbley, J.I. (1998) Comparing naming, lexical decision, and eye fixation times: Word frequency effects and individual differences. Mem Cogn 26, 1270–1281 https://doi.org/10.3758/BF03201199
Schotter, E. R. (2013). Synonyms provide semantic preview benefit in English. Journal of Memory and Language, 69(4), 619-633. https://doi.org/10.1016/j.jml.2013.09.002
Schotter, E. R., Lee, M., Reiderman, M., & Rayner, K. (2015). The effect of contextual constraint on parafoveal processing in reading. Journal of Memory and Language, 83, 118-139. https://doi.org/10.1016/j.jml.2015.04.005
Snowling, M. J. (2001). From language to reading and dyslexia 1. Dyslexia, 7(1), 37-46. https://doi.org/10.1002/dys.185
Veldre, A., & Andrews, S. (2014). Lexical quality and eye movements: Individual differences in the perceptual span of skilled adult readers. The Quarterly Journal of Experimental Psychology, 67(4), 703-727. https://doi.org/10.1080/17470218.2013.826258
Veldre, A., & Andrews, S. (2015). Parafoveal lexical activation depends on skilled reading proficiency. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(2), 586. https://doi.org/10.1037/xlm0000039
Ziegler, J. C., & Goswami, U. (2006). Becoming literate in different languages: similar problems, different solutions. Developmental science, 9(5), 429-436. https://doi.org/10.1111/j.1467-7687.2006.00509.x