TY  - JOUR
A1  - Sperlich, Anja
A1  - Schad, Daniel
A1  - Laubrock, Jochen
T1  - When preview information starts to matter
BT  - Development of the perceptual span in German beginning readers
JF  - Journal of cognitive psychology
N2  - How is reading development reflected in eye-movement measures? How does the perceptual span change during the initial years of reading instruction? Does parafoveal processing require competence in basic word-decoding processes? We report data from the first cross-sectional measurement of the perceptual span of German beginning readers (n = 139), collected in the context of the large longitudinal PIER (Potsdamer Intrapersonale Entwicklungsrisiken/Potsdam study of intra-personal developmental risk factors) study of intrapersonal developmental risk factors. Using the moving-window paradigm, eye movements of three groups of students (Grades 1-3) were measured with gaze-contingent presentation of a variable amount of text around fixation. Reading rate increased from Grades 1-3, with smaller increases for higher grades. Perceptual-span results showed the expected main effects of grade and window size: fixation durations and refixation probability decreased with grade and window size, whereas reading rate and saccade length increased. Critically, for reading rate, first-fixation duration, saccade length and refixation probability, there were significant interactions of grade and window size that were mainly based on the contrast between Grades 3 and 2 rather than Grades 2 and 1. Taken together, development of the perceptual span only really takes off between Grades 2 and 3, suggesting that efficient parafoveal processing presupposes that basic processes of reading have been mastered.
KW  - Eye movements
KW  - German
KW  - Moving window
KW  - Perceptual span
KW  - Reading development
Y1  - 2015
U6  - https://doi.org/10.1080/20445911.2014.993990
SN  - 2044-5911
SN  - 2044-592X
VL  - 27
IS  - 5
SP  - 511
EP  - 530
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  - 
TY  - JOUR
A1  - Schroeder, Sascha
A1  - Würzner, Kay-Michael
A1  - Heister, Julian
A1  - Geyken, Alexander
A1  - Kliegl, Reinhold
T1  - childLex: a lexical database of German read by children
JF  - Behavior research methods : a journal of the Psychonomic Society
N2  - This article introduces childLex, an online database of German read by children. childLex is based on a corpus of children's books and comprises 10 million words that were syntactically annotated and lemmatized. childLex reports linguistic norms for lexical, superlexical, and sublexical variables in three different age groups: 6-8 (grades 1-2), 9-10 (grades 3-4), and 11-12 years (grades 5-6). Here, we describe how childLex was collected and analyzed. In addition, we provide information about the distributions of word frequency, word length, and orthographic neighborhood size, as well as their intercorrelations. Finally, we explain how childLex can be accessed using a Web interface.
KW  - Lexical database
KW  - Child language
KW  - Reading development
Y1  - 2015
U6  - https://doi.org/10.3758/s13428-014-0528-1
SN  - 1554-351X
SN  - 1554-3528
VL  - 47
IS  - 4
SP  - 1085
EP  - 1094
PB  - Springer
CY  - New York
ER  -