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ABSTRACT: This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.
Psychological Science 12/2001; 2(2 Suppl):31-74. · 4.43 Impact Factor
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ABSTRACT: Viewers looked at print advertisements as their eye movements were recorded. Half of them were told to pay special attention to car ads, and the other half were told to pay special attention to skin-care ads. Viewers tended to spend more time looking at the text than the picture part of the ad, though they did spend more time looking at the type of ad they were instructed to pay attention to. Fixation durations and saccade lengths were both longer on the picture part of the ad than the text, but more fixations were made on the text regions. Viewers did not alternate fixations between the text and picture part of the ad, but they tended to read the large print, then the smaller print, and then they looked at the picture (although some viewers did an initial cursory scan of the picture). Implications for (a) how viewers integrate pictorial and textual information and (b) applied research and advertisement development are discussed.
Journal of Experimental Psychology Applied 10/2001; 7(3):219-26. · 1.75 Impact Factor
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ABSTRACT: The question of whether meaning can be extracted from unidentified parafoveal words was examined using fluent Spanish-English bilinguals. In Experiment 1, subjects fixated on a central cross, and a preview word was presented to the right of fixation in parafoveal vision. During the saccade to the parafoveal preview word, the preview was replaced by the target word, which the subject was required to name. In Experiment 2, subjects read sentences containing the target word, and, as in the naming task, a preview word was replaced by the target word when the subject's saccade crossed a boundary location. In both experiments, preview words were identical to the target word, translations, orthographic controls for the translations, or unrelated words in the opposite language. In both experiments, the preview benefit from the translation conditions was no greater than would be predicted by the orthographic similarity of the preview to the target. Hence, the data indicated that subjects obtained no useful semantic information from words seen parafoveally that enabled them to identify them more quickly on the subsequent fixation.
Perception & Psychophysics 08/2001; 63(5):875-90. · 1.37 Impact Factor
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ABSTRACT: For many researchers, eye-movement measures have become instrumental in revealing the moment-to-moment activity of the mind during reading. In general, there has been a great deal of consistency across studies within the eye-movement literature, and researchers have discovered and examined many variables involved in the reading process that affect the nature of readers' eye movements. Despite remarkable progress, however, there are still a number of issues to be resolved. In this article, we discuss three controversial issues: (1) the extent to which eye-movement behavior is affected by low-level oculomotor factors versus higher-level cognitive processes; (2) how much information is extracted from the right of fixation; and (3) whether readers process information from more than one word at a time.
Trends in Cognitive Sciences 05/2001; 5(4):156-163. · 12.59 Impact Factor
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ABSTRACT: We examined the initial landing position of the eyes in target words that were either predictable or unpredictable from the preceding sentence context. Although readers skipped over predictable words more than unpredictable words and spent less time on predictable words when they did fixate on them, there was no difference in the launch site of the saccade to the target word. Moreover, there was only a very small difference in the initial landing position on the target word as a function of predictability when the target words were fixated which is most parsimoniously explained by positing that a few programmed skips of the target word fell short of their intended target. These results suggest that low-level processing is primarily responsible for landing position effects in reading.
Vision Research 04/2001; 41(7):943-54. · 2.41 Impact Factor
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ABSTRACT: Readers' eye movements were monitored as they read biased ambiguous target words in the context of a short paragraph. Two aspects of context were manipulated. The global context was presented in the topic sentence of the paragraph and instantiated either the dominant or the subordinate meaning of biased ambiguous target words (those with highly dominant meanings). Local contextual information either preceded or followed the target word and was always consistent with the subordinate interpretation. Consistent with prior research, we obtained a subordinate bias effect wherein readers looked longer at the ambiguous words than control words when the preceding context instantiated the subordinate meaning. More importantly, the magnitude of the subordinate bias effect was the same when global context alone, local context alone, or local and global context combined were consistent with the subordinate meaning of the ambiguous word. The results of this study indicate that global contextual information (1) has an immediate impact on lexical ambiguity resolution when no local disambiguating information is available, (2) has no additional effect when it is consistent with local information, but (3) does have a slightly delayed effect when inconsistent with local information.
Memory & Cognition 04/2001; 29(2):363-72. · 1.92 Impact Factor
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ABSTRACT: The effect of clause wrap-up on eye movements in reading was examined. Readers read passages in which a target category noun referred to either a high typical or a low typical antecedent. In addition, the category noun was either clause final or non-clause final. There were four primary results: (1) Readers looked longer at a category noun when its antecedent was a low typical member of the category than when it was a high typical member; (2) readers looked longer at the category noun and at the post-category region when they were clause final than when they were not clause final; (3) readers regressed from a category noun or post-category region more frequently when it was clause final than when it was not clause final; and (4) readers made longer initial saccades when their eyes left the category noun or post-category region when this word was in clause final position than when it was not clause final. The last result suggests that sometimes higher order processes that are related to making a decision about when to move the eyes impinge on lower level decisions that are typically associated with deciding where to move the eyes.
The Quarterly Journal of Experimental Psychology A 12/2000; 53(4):1061-80. · 2.45 Impact Factor
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ABSTRACT: Prior research has generally assumed either that phonological codes do not contribute to Chinese character identification or that they do so only through a look-up process at the character level. In 3 experiments, a homophone seen parafoveally aided the identification of a target character that was fixated following an eye movement to the preview location. Moreover, high-frequency phonetically regular characters were named faster than high-frequency, phonetically irregular characters. Thus, both lexical and sublexical phonological codes of Chinese characters are involved early in the process of character identification. Orthographic information from the preview was also used in character identification, as orthographically similar previews facilitated target identification as well. The evidence for the extraction of semantic information from parafoveal previews was mixed, as synonym previews facilitated in Experiment 2 but not in Experiment 1.
Journal of Experimental Psychology Human Perception & Performance 05/2000; 26(2):607-33. · 3.06 Impact Factor
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ABSTRACT: The span of the effective stimulus during visual search through an unstructured alphanumeric array was investigated by using eye-contingent-display changes while the subjects searched for a target letter. In one condition, a window exposing the search array moved in synchrony with the subjects' eye movements, and the size of the window was varied. Performance reached asymptotic levels when the window was 5 degrees. In another condition, a foveal mask moved in synchrony with each eye movement, and the size of the mask was varied. The foveal mask conditions were much more detrimental to search behavior than the window conditions, indicating the importance of foveal vision during search. The size of the array also influenced performance, but performance reached asymptote for all array sizes tested at the same window size, and the effect of the foveal mask was the same for all array sizes. The results indicate that both acuity and difficulty of the search task influenced the span of the effective stimulus during visual search.
Perception & Psychophysics 05/2000; 62(3):576-85. · 1.37 Impact Factor
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Brain and Cognition 03/2000; 42(1):78-81. · 3.17 Impact Factor
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ABSTRACT: An interaction of word frequency and word regularity has typically been observed in naming and lexical decision experiments in which, in addition to an overall effect of word frequency, responses to low-frequency exception words are slower than those to low-frequency regular words, while no such difference occurs with high-frequency words. The only eye movement study to examine this effect in reading (Inhoff & Topolski, 1994) reported only transient effects of regularity. In the present experiment, we examined the frequency x regularity interaction using different stimuli than those of Inhoff and Topolski and also varied the parafoveal preview of the target word prior to fixation. When the preview was valid, the frequency x regularity interaction appeared. However, with an invalid preview, the effect of regularity disappeared. The results suggest that the activation of phonological codes is a very early component of reading.
Perception & Psychophysics 02/2000; 62(2):402-9. · 1.37 Impact Factor
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ABSTRACT: The present experiment employed the fast-priming paradigm in reading (Sereno & Rayner, 1992), in which sentences are silently read while eye-movement-contingent changes are made on a specified target region. In this paradigm, when readers fixate on a specified target word region, a prime word is encountered for a brief duration at the beginning of the fixation and then it is replaced by a target word. Three types of primes were employed: homophones, semantically related, and orthographically similar, and five prime durations were employed: 29, 32, 35, 38, and 41 msec. The primary finding was that significant homophone priming was obtained at prime durations ranging from 29 to 35 msec, whereas significant semantic priming occurred only at the 32-msec prime duration. In contrast, significant orthographic priming occurred at all prime durations. These findings indicate that phonological codes are activated during an eye fixation at least as rapidly as semantic codes. An explanation for the pattern of events is suggested using the framework of an activation-verification model.
Psychonomic Bulletin & Review 12/1999; 6(4):624-34. · 2.61 Impact Factor
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ABSTRACT: Martin, Vu, Kellas, and Metcalf (this issue) claim to have demonstrated that the subordinate bias effect (when preceding context instantiates the subordinate meaning of an ambiguous word that has a highly dominant meaning, reading time on that word is lengthened) can be eliminated by strong context. They argue that this provides evidence critical to discriminating between competing models of lexical ambiguity resolution: the reordered access model (in which access of meanings for an ambiguous word is exhaustive but in which the order of access is influenced by prior disambiguating context) and the context-sensitive model (in which access is selective in the presence of prior disambiguating information). We argue that there are methodological problems with their demonstration, but even if there were not, it is unclear that the subordinate bias effect is appropriate for discriminating between competing models of lexical ambiguity resolution (the reordered access model and the context-sensitive model). The effect is an empirical finding and not a fundamental tenet of the reordered access model.
The Quarterly Journal of Experimental Psychology A 12/1999; 52(4):841-52; discussion 853-5. · 2.45 Impact Factor
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ABSTRACT: Reilly and O'Regan (1998, Vision Research, 38, 303-317) used computer simulations to evaluate how well several different word-targeting strategies could account for results which show that the distributions of fixation locations in reading are systematically related to low-level oculomotor variables, such as saccade distance and launch site [McConkie, Kerr, Reddix & Zola, (1988). Vision Research, 28, 1107-1118]. Their simulation results suggested that fixation locations are primarily determined by word length information, and that the processing of language, such as the identification of words, plays only a minimal role in deciding where to move the eyes. This claim appears to be problematic for our model of eye movement control in reading, E-Z Reader [Rayner, Reichle & Pollatsek (1998). Eye movement control in reading: an overview and model. In G. Underwood, Eye guidance in reading and scene perception (pp. 243-268). Oxford, UK: Elsevier; Reichle, Pollatsek, Fisher & Rayner (1998). Psychological Review, 105, 125-157], because it assumes that lexical access is the engine that drives the eyes forward during reading. However, we show that a newer version of E-Z Reader which still assumes that lexical access is the engine driving eye movements also predicts the locations of fixations and within-word refixations, and therefore provides a viable framework for understanding how both linguistic and oculomotor variables affect eye movements in reading.
Vision Research 10/1999; 39(26):4403-11. · 2.41 Impact Factor
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ABSTRACT: The present experiment used 2 different eye-contingent display change techniques to determine whether information is extracted from English text even when it is to the left of the currently fixated word. Preview display changes were during the 1st saccade entering the target word region, whereas postview display changes were during the 1st saccade leaving that region. Previews and postviews were either identical, related, or unrelated to the target word. "Wrong" information in the target-word region affected reading even when that information was seen only after readers were fixating to the right of that region: When readers skipped the target word, such information caused readers to regress to the target word more; when readers initially fixated the target word, such information increased "2nd-pass" processing time on the target region. The data suggest that readers often still attend to a word after it is skipped and that when readers fixate a word, they occasionally attend to the word after they have begun to fixate the next word.
Journal of Experimental Psychology Human Perception & Performance 09/1999; 25(4):1162-72. · 3.06 Impact Factor
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ABSTRACT: Two experiments addressed the issue of whether phonological codes are activated early in a fixation during reading using the fast-priming technique (S. C. Sereno & K. Rayner, 1992). Participants read sentences and, at the beginning of the initial fixation in a target location, a priming letter string was displayed, followed by the target word. Phonological priming was assessed by the difference in the gaze duration on the target word between when the prime was a homophone and when it was a control word equated with the homophone on orthographic similarity to the target. Both experiments demonstrated homophonic priming with prime durations of about 35 ms, but only for high-frequency word primes, indicating that lexicality was guiding the speed of the extraction of phonological codes early in a fixation. Evidence was also obtained for orthographic priming, and the data suggest that orthographic and phonological priming effects interact in a mutually facilitating manner.
Journal of Experimental Psychology Human Perception & Performance 08/1999; 25(4):948-64. · 3.06 Impact Factor
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ABSTRACT: In earlier work, Frazier and Rayner (1990) provided evidence for a processing principle termed the Minimal Semantic Commitment (MSC)hypothesis. In the present study, we used the MSC hypothesis as a starting point in addressing the issue of when to treat mental representations as vague versus determinate and ambiguous. Given ambiguous representations, the MSC hypothesis predicts that the processor will commit to one interpretation (the grammatical ambiguity hypothesis). On the other hand, given a single underspecified representation, the MSC hypothesis predicts that the processor will await disambiguating information before fully committing to an interpretation (the vagueness hypothesis). In an experiment designed to evaluate these hypotheses with respect to the representation of distributivity, participants' eye movements were recorded as they read sentences containing distributive or collective predicates that were either disambiguated by a preceding adverb or left locally ambiguous by delaying the disambiguating adverb until the end of the predicate. The results suggested that a semantic commitment is made in locally indeterminate cases as evidenced by a significant interaction of ambiguity and distributivity in first pass times, total times, and regressions. If the difficulty of distributives simply reflected the difficulty of postulating a distributive operator when evidence warranting it is encountered, then no interaction would be expected. Hence we argue that the distributive/collective distinction is treated as a matter of ambiguity rather than as one of vagueness. In the absence of evidence for a distributive reading, the processor commits itself to a collective reading sometime during the processing of the predicate (before the disambiguation in our late disambiguation examples). The findings are discussed in relation to recent linguistic work on the representation of distributivity.
Cognition 03/1999; 70(1):87-104. · 3.16 Impact Factor
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ABSTRACT: Performance on three different tasks was compared: naming, lexical decision, and reading (with eye fixation times on a target word measured). We examined the word frequency effect for a common set of words for each task and each subject. Naming and reading (particularly gaze duration) yielded similar frequency effects for the target words. The frequency effect found in lexical decision was greater than that found in naming and in eye fixation times. In all tasks, there was a correlation between the frequency effect and average response time. In general, the results suggest that both the naming and the lexical decision tasks yield data about word recognition processes that are consistent with effects found in eye fixations during silent reading.
Memory & Cognition 12/1998; 26(6):1270-81. · 1.92 Impact Factor
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ABSTRACT: Recent studies of eye movements in reading and other information processing tasks, such as music reading, typing, visual search, and scene perception, are reviewed. The major emphasis of the review is on reading as a specific example of cognitive processing. Basic topics discussed with respect to reading are (a) the characteristics of eye movements, (b) the perceptual span, (c) integration of information across saccades, (d) eye movement control, and (e) individual differences (including dyslexia). Similar topics are discussed with respect to the other tasks examined. The basic theme of the review is that eye movement data reflect moment-to-moment cognitive processes in the various tasks examined. Theoretical and practical considerations concerning the use of eye movement data are also discussed.
Psychological Bulletin 12/1998; 124(3):372-422. · 14.46 Impact Factor
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ABSTRACT: The average duration of eye fixations in reading places constraints on the time for lexical processing. Data from event related potential (ERP) studies of word recognition can illuminate stages of processing within a single fixation on a word. In the present study, high and low frequency regular and exception words were used as targets in an eye movement reading experiment and a high-density electrode ERP lexical decision experiment. Effects of lexicality (words vs pseudowords vs consonant strings), word frequency (high vs low frequency) and word regularity (regular vs exception spelling-sound correspondence) were examined. Results suggest a very early time-course for these aspects of lexical processing within the context of a single eye fixation.
Neuroreport 08/1998; 9(10):2195-200. · 1.66 Impact Factor
