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Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2013)
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Abstract:
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 and 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, and Rayner, 2009) and some differences (e.g., children's fixation durations are more affected by lexical variables; Blythe, Liversedge, Joseph, White, and Rayner, 2009) that have yet to be explained. In this article, the E-Z Reader model of eye-movement control in reading (Reichle, 2011; Reichle, Pollatsek, Fisher, and Rayner, 1998) is used to simulate various eye-movement phenomena in adults vs. children in order to evaluate hypotheses about the concurrent development of reading skill and eye-movement behavior. These simulations suggest that the primary difference between children and adults is their rate of lexical processing, and that different rates of (post-lexical) language processing may also contribute to some phenomena (e.g., children's slower detection of semantic anomalies; Joseph et al., 2008). The theoretical implications of this hypothesis are discussed, including possible alternative accounts of these developmental changes, how reading skill and eye movements change across the entire lifespan (e.g., college-aged vs. older readers), and individual differences in reading ability. © 2013 Elsevier Inc.
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Keyword:
Computer model; E-Z Reader; Eye movements; Lexical access; Reading; Reading skill
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URL: https://doi.org/10.1016/j.dr.2013.03.001
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Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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Word length and landing position effects during reading in children and adults.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2009)
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Modeling the effects of lexical ambiguity on eye movements during reading
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Eye movements and lexical ambiguity resolution: Investigating the subordinate-bias effect
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Interface problems: Structural constraints on interpertation?
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In: Lyn Frazier (2005)
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Spelling-sound regularity effects on eye fixations in reading
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Taking on semantic commitments, II: collective versus distributive readings
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In: Lyn Frazier (1999)
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Establishing a time-line of word recognition: evidence from eye movements and event-related potentials
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Eye movement control in reading: A comparison of two types of models
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The effect of meaning frequency on processing lexically ambiguous words: evidence from eye fixations
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