Eye Movement Evidence for Simultaneous Cognitive Processing in Reading
Bibliographic Data
| ID | 15715718 |
|---|---|
| Authors | Argyro Fella (0000-0001-6178-1443, University of Nicosia), Maria Loizou (Ministry of Education and Culture), Christoforos Christoforou (0000-0003-1864-5862, St. John's University), Timothy C Papadopoulos (0000-0002-5541-568X, University of Cyprus, corresponding author) |
| Year | 2023 |
| Volume | 10 |
| Issue | 12 |
| Pages | 1855-1855 |
| Publication date | 2023-11-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children (JOURNAL) |
| Journal identifiers | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children10121855 |
| PMID | 38136057 |
| OpenAlex | W4389049607 |
| Language | EN |
| Citations received | 1 |
| References cited | 85 |
Measuring simultaneous processing, a reliable predictor of reading development and reading difficulties (RDs), has traditionally involved cognitive tasks that test reaction or response time, which only capture the efficiency at the output processing stage and neglect the internal stages of information processing. However, with eye-tracking methodology, we can reveal the underlying temporal and spatial processes involved in simultaneous processing and investigate whether these processes are equivalent across chronological or reading age groups. This study used eye-tracking to investigate the simultaneous processing abilities of 15 Grade 6 and 15 Grade 3 children with RDs and their chronological-age controls (15 in each Grade). The Grade 3 typical readers were used as reading-level (RL) controls for the Grade 6 RD group. Participants were required to listen to a question and then point to a picture among four competing illustrations demonstrating the spatial relationship raised in the question. Two eye movements (fixations and saccades) were recorded using the EyeLink 1000 Plus eye-tracking system. The results showed that the Grade 3 RD group produced more and longer fixations than their CA controls, indicating that the pattern of eye movements of young children with RD is typically deficient compared to that of their typically developing counterparts when processing verbal and spatial stimuli simultaneously. However, no differences were observed between the Grade 6 groups in eye movement measures. Notably, the Grade 6 RD group outperformed the RL-matched Grade 3 group, yielding significantly fewer and shorter fixations. The discussion centers on the role of the eye-tracking method as a reliable means of deciphering the simultaneous cognitive processing involved in learning
Audiology · Cognition · Cognitive psychology · Developmental psychology · Eye movement · Eye tracking · Information processing · Neglect · Reading (process · Visual processing · Computer Science · Gaze Tracking and Assistive Technology · Medicine · Neuroscience · Psychology · Reading and Literacy Development · Text Readability and Simplification · Artificial Intelligence
Diagnostic and Statistical Manual of Mental Disorders
Predictors of word decoding and reading fluency across languages varying in orthographic consistency.
Specific reading disability (dyslexia)
Identifying fixations and saccades in eye-tracking protocols
Development of Phonological Awareness
Precocious readers
Eye movements of university students with and without reading difficulties during naming speed tasks
A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies
Word length and word frequency affect eye movements in dyslexic children reading in a regular (German) orthography
Strengths and weaknesses of the reading level design
Phonological skills and their role in learning to read
Cognitive Profiles of Italian Children With Developmental Dyslexia
Naming Speed and Reading
The Role of Orthographic Processing Skills on Five Different Reading Tasks
Eye movements in reading and information processing
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |