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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.…
Author details: | Anja SperlichORCiDGND, Daniel SchadORCiDGND, Jochen LaubrockORCiDGND |
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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 |