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 durations are more affected by lexical variables; Blythe, Liversedge, Joseph, White, & 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, & 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.
University of Southampton - Centre for Visual Cognition, School of Psychology, Faculty of Social and Human Sciences, University of Southampton, Highfield, Southampton SO17 1BJ, UK.
Erik D
ED
Reichle
Simon P
SP
Liversedge
Denis
D
Drieghe
Hazel I
HI
Blythe
Holly S S L
HS
Joseph
Sarah J
SJ
White
Keith
K
Rayner
Computer model; E-Z Reader; Eye movements; Lexical access; Reading; Reading skill