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  • 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.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.show moreshow less

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Metadaten
Author details:Anja SperlichORCiDGND, Daniel SchadORCiDGND, Jochen LaubrockORCiDGND
DOI:https://doi.org/10.1080/20445911.2014.993990
ISSN:2044-5911
ISSN:2044-592X
Title of parent work (English):Journal of cognitive psychology
Subtitle (English):Development of the perceptual span in German beginning readers
Publisher:Routledge, Taylor & Francis Group
Place of publishing:Abingdon
Publication type:Article
Language:English
Year of first publication:2015
Publication year:2015
Release date:2017/03/27
Tag:Eye movements; German; Moving window; Perceptual span; Reading development
Volume:27
Issue:5
Number of pages:20
First page:511
Last Page:530
Funding institution:German Research Foundation (DFG) as part of the Research Training Group "Intrapersonal developmental risk factors in childhood and adolescence: A longitudinal perspective" [GK-1668/1]
Organizational units:Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie
Peer review:Referiert
Institution name at the time of the publication:Humanwissenschaftliche Fakultät / Institut für Psychologie
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