Eye Movements during Reading and their Relationship to Reading Assessment Outcomes in Swedish Elementary School Children

Preschool Children with High Reading Ability Show Inversion Sensitivity to Words in Environment: An Eye-Tracking Study

Words in environmental print are exposed to young children before formally learning to read, and attention to these words is linked to their reading ability. Inversion sensitivity, the ability to distinguish between upright and inverted words, is a pivotal milestone in reading development. To further explore the relationship between attention to words in environmental print and early reading development, we examined whether children with varying reading abilities differed in inversion sensitivity to these words. Participants included children with low (18, 8 males, 5.06 years) and high (19, 10 males, 5.00 years) reading levels. Using an eye-tracking technique, we compared children's attention to upright and inverted words in environmental print and ordinary words during a free-viewing task. In terms of the percentage of fixation duration and fixation count, results showed that children with high reading abilities exhibited inversion sensitivity to words in environmental print, whereas children with low reading abilities did not. Unexpectedly, in terms of first fixation latency, children with low reading abilities showed inversion sensitivity to ordinary words, while children with high reading abilities did not. These findings suggest that inversion sensitivity to words in environmental print is closely linked to early reading ability.

The role of format familiarity and semantic transparency in Chinese reading: evidence from eye movements

Unlike alphabetic language, Chinese is an ideographic language that does not contain spaces between words. Chinese readers must develop unique segmentation strategies for word recognition and reading comprehension. This study explored the role of format familiarity and semantic transparency in Chinese reading, reflecting the segmentation strategy and word processing characteristics in Chinese reading. Forty undergraduates read Chinese in familiar and unfamiliar formats, segmenting target words into semantically transparent and semantically opaque words. We used Eye Link 1000 to measure readers' eye movement index, which can reflect processing characteristics of word recognition in Chinese reading. The following findings were made: (1) Familiarity with the text format affects Chinese reading performance. The fixation time in the familiar direction is short, the skipping rate is high, and the processing efficiency is higher when the fixation point is close to the word center; (2) Semantic transparency affects the segmentation strategy and word processing in Chinese reading. Chinese readers have shorter fixation times, higher reading efficiency, and a fixation point closer to the word center when reading semantically transparent words. It supported the combined access model. (3) There is significant interaction in the early eye movement indicators, representing word processing characteristics in the early stage of Chinese reading. Specifically, the semantic-transparency effect appeared under a familiar rather than an unfamiliar format. The format familiarity effect was found in the early processing indexes of transparent words rather than opaque words. In the familiar format, since the meaning of the morpheme and the whole word of transparent words is consistent, readers tend to segment and process them as whole words. Due to the lack of reading experience, the reading difficulty increases in the unfamiliar format. To reduce the difficulty and promote comprehension, readers change their segmentation strategy and tend to segment transparent words by character. The word segmentation process slowed, and the format-familiarity effect did not show in the early indexes under unfamiliar format. More importantly, the separability of the lexical processing stages showed in the interaction of different indexes, which means that word segmentation and lexical recognition in Chinese reading may not be completely synchronized, supporting the Chinese E-Z reader model.

Relationship Between Ocular Motility and Motor Skills

The primary aim of this descriptive cross-sectional study was to examine the relationship between ocular motility and motor skills in school-age children. Participants included 142 schoolchildren (mean age: 7.08 ± 0.61 years) who completed a computerised version of the Developmental Eye Movement (DEM) test while their eye movements were recorded, and Northeastern State University College of Optometry's Oculomotor test (NSUCO). Children were classified into three groups based on their level of motor performance, which was measured by the Movement Assessment Battery for Children-2 (MABC-2). The group with typical motor performance had higher percentiles for both vertical and horizontal time, fewer errors, number of saccades, fixations, and regressions, and faster test performance. Visual test results correlate with the motor assessment outcomes; correlations are weak or moderate. Our findings emphasise the interconnectedness of motor and ocular motility. Hence, including evaluation of visual and motor proficiencies at school age would help to detect struggles in these crucial areas of development.

Persistence of primitive reflexes associated with asymmetries in fixation and ocular motility values

This cross-sectional study examined eye movement performance in patients aged 4 to 16 years. Measurements of eye movements were obtained before and after performing therapy for inhibition of four primitive reflexes, asymmetric tonic neck reflex, symmetric tonic neck reflex, labyrinthine tonic reflex and Moro reflex. Subsequently the scores of the four primitive reflexes were compared with the results of five variables: fixation maintenance, % mean saccade size, motility excursions, fixations during excursions and mean duration of fixations. The comparisons showed a significant reduction in evidence of fixation maintenance as well as mean saccade size due to the inhibition of the four primitive reflexes. There was also a significant increase in ocular motility while fixations per saccade and average duration of fixations also decreased significantly. Visual balance between values of both eyes improved in all tests. A device called VisagraphTM III, which measures eye movements, was used for data collection. These results suggest that the oculomotor improvements reflect the involvement of other maturational processes such as the emergence and inhibition of primitive reflexes, the whole reorganization being key to future reading and attentional processes.

The Role of Format Familiarity and Word Frequency in Chinese Reading

For Chinese readers, reading from left to right is the norm, while reading from right to left is unfamiliar. This study comprises two experiments investigating how format familiarity and word frequency affect reading by Chinese people. Experiment 1 examines the roles of format familiarity (reading from left to right is the familiar Chinese format, and reading from right to left is the unfamiliar Chinese format) and word frequency in vocabulary recognition. Forty students read the same Chinese sentences from left to right and from right to left. Target words were divided into high and low frequency words. In Experiment 2, participants engaged in right-to-left reading training for 10 days to test whether their right-to-left reading performance could be improved. The study yields several main findings. First, format familiarity affects vocabulary recognition. Participants reading from left to right had shorter fixation times, higher skipping rates, and viewing positions closer to word center.. Second, word frequency affects vocabulary recognition in Chinese reading. Third, right-to-left reading training could improve reading performance. In the early indexes, the interaction effect of format familiarity and word frequency was significant. There was also a significant word-frequency effect from left to right but not from right to left. Therefore, word segmentation and vocabulary recognition may be sequential in Chinese reading.