Erik D Reichle
Biographic Data
| ID | 1666207 |
|---|---|
| NAME | Erik D Reichle |
| GIVEN NAMES | Erik D |
| FAMILY NAME | Reichle |
| SIGNATURE | REICHLE E D |
| AFFILIATIONS | Macquarie University |
| ORCID | 0000-0003-3754-7619 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
What roles do constituents play in the identification of Chinese compound words? A meta-analytic review
Prediction in reading
Historically, prediction during reading has been considered an inefficient and cognitively expensive processing mechanism given the inherently generative nature of language, which allows upcoming text to unfold in an infinite number of possible ways. This article provides an accessible and comprehensive review of the psycholinguistic research that, over the past 40 or so years, has investigated whether readers are capable of generating prediction…
Towards a model of eye-movement control in Chinese reading
Eye Tracking and Simulating the Spacing Effect During Orthographic Learning
Spreading out study opportunities over time improves the retention of verbal material compared to consecutive study, yet little is known about the influence of temporal spacing on orthographic learning specifically. The current study addressed four questions: (1) do readers' eye movements during orthographic learning differ under spaced and massed conditions? (2) is the spacing effect observed in offline post‐tests? (3) can readers' eye movements…
Using Eye Movements From a “Read‐Only” Task to Predict Text Comprehension
Recent research on the use of eye movements to predict performance on reading comprehension tasks suggests that while eye movements may be used to measure comprehension, the relationship between eye‐movement behavior and comprehension is influenced by differences in task demands between comprehension measures. In this study, we examined the usefulness of eye movements collected during reading with no additional task demands (a “read‐only” conditi…
Direct lexical control of eye movements in Chinese reading
The Effect of Spacing Versus Massing on Orthographic Learning
Distributing study opportunities over time typically improves the retention of verbal material compared to consecutive study trials, yet little is known about the influence of temporal spacing on orthographic form learning specifically. This experiment sought to obtain and compare estimates of the magnitude of the spacing effect on written word form learning across three different outcome measures, administered between participants. Skilled adult…
Using Eye‐Tracking Measures to Predict Reading Comprehension
This study examined the potential of eye‐tracking as a tool for assessing reading comprehension. We administered three widely used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment of Reading for Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions. In the Gray Oral Reading Test (GORT‐5), par…
The effect of contextual plausibility on word skipping during reading
Insights from the study of Arabic reading
Current reading models were largely designed to explain findings from experiments of the reading of English and other European languages (Reichle, 2020, Computational models of reading: A handbook ). Recent evidence from studies of other languages and writing systems (e.g., Chinese) has demonstrated the need to critically evaluate the assumptions of these models, and whether they are sufficient to explain the full range of findings related to rea…
Computational Models of Reading
This article briefly reviews four computational models of reading and the types of empirical findings that they are designed to explain: (1) theDual-Route modelof word identification (Coltheart et al., 2001); (2) theSimple-Recurrent Network modelof sentence processing (Elman, 1990); (3) theConstruction-Integration modelof discourse representation (Kintsch, 1988); and (4) theE-Z Reader modelof eye-movement control in reading (Reichle et al., 2012)…
Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill
Compared to skilled adult readers, children typically make more fixations that are longer in duration, shorter saccades, and more regressions, thus reading more slowly (Blythe & Joseph, 2011). Recent attempts to understand the reasons for these differences have discovered some similarities (e.g., children and adults target their saccades similarly; Joseph, Liversedge, Blythe, White, & Rayner, 2009) and some differences (e.g., children's fixation …
Eye Movements During Mindless Reading
Mindless reading occurs when the eyes continue moving across the page even though the mind is thinking about something unrelated to the text. Despite how commonly it occurs, very little is known about mindless reading. The present experiment examined eye movements during mindless reading. Comparisons of fixation-duration measures collected during intervals of normal reading and intervals of mindless reading indicate that fixations during the latt…
The E-Z Reader model of eye-movement control in reading
The E-Z Reader model (Reichle et al. 1998; 1999) provides a theoretical framework for understanding how word identification, visual processing, attention, and oculomotor control jointly determine when and where the eyes move during reading. In this article, we first review what is known about eye movements during reading. Then we provide an updated version of the model (E-Z Reader 7) and describe how it accounts for basic findings about eye movem…
Toward a model of eye movement control in reading.
The authors present several versions of a general model, titled the E-Z Reader model, of eye movement control in reading. The major goal of the modeling is to relate cognitive processing (specifically aspects of lexical access) to eye movements in reading. The earliest and simplest versions of the model (E-Z Readers 1 and 2) merely attempt to explain the total time spent on a word before moving forward (the gaze duration) and the probability of f…
Using Eye‐Tracking Measures to Predict Reading Comprehension
This study examined the potential of eye‐tracking as a tool for assessing reading comprehension. We administered three widely used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment of Reading for Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions. In the Gray Oral Reading Test (GORT‐5), par…
The Effect of Spacing Versus Massing on Orthographic Learning
Distributing study opportunities over time typically improves the retention of verbal material compared to consecutive study trials, yet little is known about the influence of temporal spacing on orthographic form learning specifically. This experiment sought to obtain and compare estimates of the magnitude of the spacing effect on written word form learning across three different outcome measures, administered between participants. Skilled adult…
Computational Models of Reading
This article briefly reviews four computational models of reading and the types of empirical findings that they are designed to explain: (1) theDual-Route modelof word identification (Coltheart et al., 2001); (2) theSimple-Recurrent Network modelof sentence processing (Elman, 1990); (3) theConstruction-Integration modelof discourse representation (Kintsch, 1988); and (4) theE-Z Reader modelof eye-movement control in reading (Reichle et al., 2012)…
Toward a model of eye movement control in reading.
The authors present several versions of a general model, titled the E-Z Reader model, of eye movement control in reading. The major goal of the modeling is to relate cognitive processing (specifically aspects of lexical access) to eye movements in reading. The earliest and simplest versions of the model (E-Z Readers 1 and 2) merely attempt to explain the total time spent on a word before moving forward (the gaze duration) and the probability of f…
The E-Z Reader model of eye-movement control in reading
The E-Z Reader model (Reichle et al. 1998; 1999) provides a theoretical framework for understanding how word identification, visual processing, attention, and oculomotor control jointly determine when and where the eyes move during reading. In this article, we first review what is known about eye movements during reading. Then we provide an updated version of the model (E-Z Reader 7) and describe how it accounts for basic findings about eye movem…
Eye Movements During Mindless Reading
Mindless reading occurs when the eyes continue moving across the page even though the mind is thinking about something unrelated to the text. Despite how commonly it occurs, very little is known about mindless reading. The present experiment examined eye movements during mindless reading. Comparisons of fixation-duration measures collected during intervals of normal reading and intervals of mindless reading indicate that fixations during the latt…
Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill
Compared to skilled adult readers, children typically make more fixations that are longer in duration, shorter saccades, and more regressions, thus reading more slowly (Blythe & Joseph, 2011). Recent attempts to understand the reasons for these differences have discovered some similarities (e.g., children and adults target their saccades similarly; Joseph, Liversedge, Blythe, White, & Rayner, 2009) and some differences (e.g., children's fixation …
Computational Models of Reading
This article briefly reviews four computational models of reading and the types of empirical findings that they are designed to explain: (1) theDual-Route modelof word identification (Coltheart et al., 2001); (2) theSimple-Recurrent Network modelof sentence processing (Elman, 1990); (3) theConstruction-Integration modelof discourse representation (Kintsch, 1988); and (4) theE-Z Reader modelof eye-movement control in reading (Reichle et al., 2012)…
The effect of contextual plausibility on word skipping during reading
Insights from the study of Arabic reading
Current reading models were largely designed to explain findings from experiments of the reading of English and other European languages (Reichle, 2020, Computational models of reading: A handbook ). Recent evidence from studies of other languages and writing systems (e.g., Chinese) has demonstrated the need to critically evaluate the assumptions of these models, and whether they are sufficient to explain the full range of findings related to rea…
The Effect of Spacing Versus Massing on Orthographic Learning
Distributing study opportunities over time typically improves the retention of verbal material compared to consecutive study trials, yet little is known about the influence of temporal spacing on orthographic form learning specifically. This experiment sought to obtain and compare estimates of the magnitude of the spacing effect on written word form learning across three different outcome measures, administered between participants. Skilled adult…
Using Eye‐Tracking Measures to Predict Reading Comprehension
This study examined the potential of eye‐tracking as a tool for assessing reading comprehension. We administered three widely used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment of Reading for Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions. In the Gray Oral Reading Test (GORT‐5), par…
Direct lexical control of eye movements in Chinese reading
Prediction in reading
Historically, prediction during reading has been considered an inefficient and cognitively expensive processing mechanism given the inherently generative nature of language, which allows upcoming text to unfold in an infinite number of possible ways. This article provides an accessible and comprehensive review of the psycholinguistic research that, over the past 40 or so years, has investigated whether readers are capable of generating prediction…
Towards a model of eye-movement control in Chinese reading
Eye Tracking and Simulating the Spacing Effect During Orthographic Learning
Spreading out study opportunities over time improves the retention of verbal material compared to consecutive study, yet little is known about the influence of temporal spacing on orthographic learning specifically. The current study addressed four questions: (1) do readers' eye movements during orthographic learning differ under spaced and massed conditions? (2) is the spacing effect observed in offline post‐tests? (3) can readers' eye movements…
Using Eye Movements From a “Read‐Only” Task to Predict Text Comprehension
Recent research on the use of eye movements to predict performance on reading comprehension tasks suggests that while eye movements may be used to measure comprehension, the relationship between eye‐movement behavior and comprehension is influenced by differences in task demands between comprehension measures. In this study, we examined the usefulness of eye movements collected during reading with no additional task demands (a “read‐only” conditi…
What roles do constituents play in the identification of Chinese compound words? A meta-analytic review
Psychology (14 works) · Reading and Literacy Development (14 works) · Cognitive psychology (13 works) · Linguistics (13 works) · Computer Science (11 works) · Neurobiology of Language and Bilingualism (11 works) · Cognition (9 works) · Eye movement (9 works) · Artificial Intelligence (7 works) · Artificial Intelligence (7 works)