TY  - JOUR
A1  - Sperlich, Anja
A1  - Meixner, Johannes
A1  - Laubrock, Jochen
T1  - Development of the perceptual span in reading
BT  - A longitudinal study
JF  - Journal of experimental child psychology
N2  - The perceptual span is a standard measure of parafoveal processing, which is considered highly important for efficient reading. Is the perceptual span a stable indicator of reading performance? What drives its development? Do initially slower and faster readers converge or diverge over development? Here we present the first longitudinal data on the development of the perceptual span in elementary school children. Using the moving window technique, eye movements of 127 German children in three age groups (Grades 1, 2, and 3 in Year 1) were recorded at two time points (T1 and T2) 1 year apart. Introducing a new measure of the perceptual span, nonlinear mixed-effects modeling was used to separate window size effects from asymptotic reading performance. Cross-sectional differences were well replicated longitudinally. Asymptotic reading rate increased monotonously with grade, but in a decelerating fashion. A significant change in the perceptual span was observed only between Grades 2 and 3. Together with results from a cross-lagged panel model, this suggests that the perceptual span increases as a consequence of relatively well established word reading. Stabilities of observed and predicted reading rates were high after Grade 1, whereas the perceptual span was only moderately stable for all grades. Comparing faster and slower readers as assessed at T1, in general, a pattern of stable between-group differences emerged rather than a compensatory pattern; second and third graders even showed a Matthew effect in reading rate and the perceptual span, respectively. (C) 2016 Elsevier Inc. All rights reserved.
KW  - Longitudinal study
KW  - Reading development
KW  - Eye movements
KW  - Perceptual span
KW  - Moving window
KW  - Nonlinear mixed-effects modeling
Y1  - 2016
U6  - https://doi.org/10.1016/j.jecp.2016.02.007
SN  - 0022-0965
SN  - 1096-0457
VL  - 146
SP  - 181
EP  - 201
PB  - Elsevier
CY  - New York
ER  - 
TY  - JOUR
A1  - Schiefele, Ulrich
A1  - Stutz, Franziska
A1  - Schaffner, Ellen
T1  - Longitudinal relations between reading motivation and reading comprehension in the early elementary grades
JF  - Learning and individual differences
KW  - Reading motivation
KW  - Reading comprehension
KW  - Elementary school students
KW  - Longitudinal study
Y1  - 2016
U6  - https://doi.org/10.1016/j.lindif.2016.08.031
SN  - 1041-6080
SN  - 1873-3425
VL  - 51
SP  - 49
EP  - 58
PB  - Elsevier
CY  - Amsterdam
ER  -