695 research outputs found
Developmental changes in eye movements and visual information encoding associated with learning to read
No full textA great deal of eye-movement research has resulted in sophisticated computational models of skilled adult reading. As yet, insufficient eye-movement research has been conducted with children to allow a more thorough understanding of the developmental trajectory leading up to this end state. I argue that, in order to fully understand how children progress to skilled adult reading, it is necessary to consider changes in both cognitive processing and eye-movement behavior. By recording children’s eye movements during reading, researchers can document how printed text is encoded and incrementally delivered for subsequent cognitive processing, and understand how developmental changes in these two aspects of reading are interdependent
Portrait of Louis Nowra, author, 1981, 1 [picture] /
No full textTitle devised by cataloguer from inscription.; Part of the collection: Portraits of Louis Nowra, author, 1981.; Inscriptions: "Louis Nowra 5/2/81, H de Berg"--In ink on verso of print.; Condition: Soiled, scratched.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn4728368
Portrait of Louis Nowra, author, 1981, 2 [picture] /
No full textTitle devised by cataloguer from inscription.; Part of the collection: Portraits of Louis Nowra, author, 1981.; Inscriptions: "Louis Nowra 5/2/81, H de Berg"--In ink on verso of print.; Condition: Soiled, scratched.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn4728375
Portrait of Louis Nowra, author, 1981, 3 [picture] /
No full textTitle devised by cataloguer from inscription.; Part of the collection: Portraits of Louis Nowra, author, 1981.; Inscriptions: "Louis Nowra 5/2/81, H de Berg"--In ink on verso of print.; Condition: Soiled, scratched.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn4728377
Portrait of Louis Nowra, author, in front of a tree, 1981 [picture] /
No full textTitle devised by cataloguer from inscription.; Part of the collection: Portraits of Louis Nowra, author, 1981.; Inscriptions: "Louis Nowra 5/2/81, H de Berg"--In ink on verso of print.; Condition: Soiled, scratched.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn4728421
Portrait of Louis Nowra, author, leaning on a railing, 1981 [picture] /
No full textTitle devised by cataloguer from inscription.; Part of the collection: Portraits of Louis Nowra, author, 1981.; Inscriptions: "Louis Nowra 5/2/81, H de Berg"--In ink on verso of print.; Condition: Soiled, scratched.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn4728382
The Changing Role of Phonology in Reading Development
No full textProcessing of both a word’s orthography (its printed form) and phonology (its associated speech sounds) are critical for lexical identification during reading, both in beginning and skilled readers. Theories of learning to read typically posit a developmental change, from early readers’ reliance on phonology to more skilled readers’ development of direct orthographic-semantic links. Specifically, in becoming a skilled reader, the extent to which an individual processes phonology during lexical identification is thought to decrease. Recent data from eye movement research suggests, however, that the developmental change in phonological processing is somewhat more nuanced than this. Such studies show that phonology influences lexical identification in beginning and skilled readers in both typically and atypically developing populations. These data indicate, therefore, that the developmental change might better be characterised as a transition from overt decoding to abstract, covert recoding. We do not stop processing phonology as we become more skilled at reading; rather, the nature of that processing changes
Children's development of oculomotor control during reading
No full textEThOS - Electronic Theses Online ServiceGBUnited Kingdo
Beyond decoding: phonological processing during silent reading in beginning readers
No full textIn this experiment, the extent to which beginning readers process phonology during lexical identification in silent sentence reading was investigated. The eye movements of children aged seven to nine years and adults were recorded as they read sentences containing either a correctly spelled target word (e.g., girl), a pseudohomophone (e.g., gerl), or a spelling control (e.g., garl). Both children and adults showed a benefit from the valid phonology of the pseudohomophone, compared to the spelling control during reading. This indicates that children as young as seven years old exhibit relatively skilled phonological processing during reading, despite having moved past the use of overt phonological decoding strategies. In addition, in comparison to adults, children’s lexical processing was more disrupted by the presence of spelling errors, suggesting a developmental change in the relative dependence upon phonological and orthographic processing in lexical identification during silent sentence reading
Binocular coordination: Reading stereoscopic sentences in depth
No full textThe present study employs a stereoscopic manipulation to present sentences in three dimensions to subjects as they read for comprehension. Subjects read sentences with (a) no depth cues, (b) a monocular depth cue that implied the sentence loomed out of the screen (i.e., increasing retinal size), (c) congruent monocular and binocular (retinal disparity) depth cues (i.e., both implied the sentence loomed out of the screen) and (d) incongruent monocular and binocular depth cues (i.e., the monocular cue implied the sentence loomed out of the screen and the binocular cue implied it receded behind the screen). Reading efficiency was mostly unaffected, suggesting that reading in three dimensions is similar to reading in two dimensions. Importantly, fixation disparity was driven by retinal disparity; fixations were significantly more crossed as readers progressed through the sentence in the congruent condition and significantly more uncrossed in the incongruent condition. We conclude that disparity depth cues are used on-line to drive binocular coordination during reading.<br/
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