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Journal articles on the topic 'Eye movements in reading'

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Published: 9 March 2023

Last updated: 10 March 2023

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1

El Hmimdi, Alae Eddine, Lindsey M. Ward, Themis Palpanas, and Zoï Kapoula. "Predicting Dyslexia and Reading Speed in Adolescents from Eye Movements in Reading and Non-Reading Tasks: A Machine Learning Approach." Brain Sciences 11, no. 10 (October 11, 2021): 1337. http://dx.doi.org/10.3390/brainsci11101337.

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There is evidence that abnormalities in eye movements exist during reading in dyslexic individuals. A few recent studies applied Machine Learning (ML) classifiers to such eye movement data to predict dyslexia. A general problem with these studies is that eye movement data sets are limited to reading saccades and fixations that are confounded by reading difficulty, e.g., it is unclear whether abnormalities are the consequence or the cause of reading difficulty. Recently, Ward and Kapoula used LED targets (with the REMOBI & AIDEAL method) to demonstrate abnormalities of large saccades and vergence eye movements in depth demonstrating intrinsic eye movement problems independent from reading in dyslexia. In another study, binocular eye movements were studied while reading two texts: one using the “Alouette” text, which has no meaning and requires word decoding, the other using a meaningful text. It was found the Alouette text exacerbates eye movement abnormalities in dyslexics. In this paper, we more precisely quantify the quality of such eye movement descriptors for dyslexia detection. We use the descriptors produced in the four different setups as input to multiple classifiers and compare their generalization performances. Our results demonstrate that eye movement data from the Alouette test predicts dyslexia with an accuracy of 81.25%; similarly, we were able to predict dyslexia with an accuracy of 81.25% when using data from saccades to LED targets on the Remobi device and 77.3% when using vergence movements to LED targets. Noticeably, eye movement data from the meaningful text produced the lowest accuracy (70.2%). In a subsequent analysis, ML algorithms were applied to predict reading speed based on eye movement descriptors extracted from the meaningful reading, then from Remobi saccade and vergence tests. Remobi vergence eye movement descriptors can predict reading speed even better than eye movement descriptors from the meaningful reading test.

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2

CIUFFREDA, KENNETH J., ROBERT V. KENYON, and LAWRENCE STARK. "Eye Movements during Reading." Optometry and Vision Science 62, no. 12 (December 1985): 844–52. http://dx.doi.org/10.1097/00006324-198512000-00005.

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3

Hung, Yueh-Nu. "The Science of Reading: The Eyes Cannot Lie." International Journal of Education and Literacy Studies 9, no. 4 (November 5, 2021): 26. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.26.

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The eyes cannot lie. Eye movements are biological data that reveal information about the reader’s attention and cognitive processes. This article summarizes the century-old eye movement research to elucidate reading comprehension performances and more importantly, their implications for reading instruction. This review paper addresses three research questions: (1) What do we know about eye movements? (2) What do we know about reading based on eye movements? (3) What reading instruction suggestions can be made based on eye movement research? Eye movement research show that reading is a selective, dynamic, sampling, integrating, and more than a perceiving process. Implications for reading instruction include: teach beyond phonics, teach beyond text, every element counts, make text natural, and evaluate the result and the process. This study contributes to the timely conversations about the science of reading and reading instruction and presents directions by which more effective reading instruction and policies can be established to address the needs of children and teachers.

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4

Liversedge, Simon P., Jukka Hyönä, and Keith Rayner. "Eye movements during Chinese reading." Journal of Research in Reading 36 (April 2013): S1—S3. http://dx.doi.org/10.1111/jrir.12001.

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5

Reichle, Erik D., Andrew E. Reineberg, and Jonathan W. Schooler. "Eye Movements During Mindless Reading." Psychological Science 21, no. 9 (August 2, 2010): 1300–1310. http://dx.doi.org/10.1177/0956797610378686.

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6

Rayner, Keith. "Understanding Eye Movements in Reading." Scientific Studies of Reading 1, no. 4 (October 1997): 317–39. http://dx.doi.org/10.1207/s1532799xssr0104_2.

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7

Rubin, Gary S., and Kathleen Turano. "Reading without saccadic eye movements." Vision Research 32, no. 5 (May 1992): 895–902. http://dx.doi.org/10.1016/0042-6989(92)90032-e.

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8

Rayner, Keith. "The 35th Sir Frederick Bartlett Lecture: Eye movements and attention in reading, scene perception, and visual search." Quarterly Journal of Experimental Psychology 62, no. 8 (August 2009): 1457–506. http://dx.doi.org/10.1080/17470210902816461.

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Eye movements are now widely used to investigate cognitive processes during reading, scene perception, and visual search. In this article, research on the following topics is reviewed with respect to reading: (a) the perceptual span (or span of effective vision), (b) preview benefit, (c) eye movement control, and (d) models of eye movements. Related issues with respect to eye movements during scene perception and visual search are also reviewed. It is argued that research on eye movements during reading has been somewhat advanced over research on eye movements in scene perception and visual search and that some of the paradigms developed to study reading should be more widely adopted in the study of scene perception and visual search. Research dealing with “real-world” tasks and research utilizing the visual-world paradigm are also briefly discussed.

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9

Buari, Noor Halilah, Siti Nurnazihah Hamka, Anis Nur Fazlyana Md-Isa, and Shauqiah Jufri. "Text Size Affects Eye Movement during Reading among Young Adults and Adults with Presbyopia." Siriraj Medical Journal 74, no. 10 (October 1, 2022): 650–57. http://dx.doi.org/10.33192/smj.2022.76.

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Objective: Reading is an activity that indirectly informs a person’s visual capacity to distinguish letters and words. Reading begins with eye movements, then substantial cognitive processing and synthesis, before becoming voice reading. Therefore, text is a factor that could impact reading quality through its control of eye movements. This study examined the eye movements of young adults and adults with presbyopia using texts of different sizes.Materials and Methods: Twenty-five young adults and twenty-two adults with presbyopia and good vision were included in this study. Six text sizes of a passage were chosen as the reading stimuli. The eye movement of participants in saccades and fixation were captured, tracked, and analyzed using the Dikablis eye tracker glasses.Results: Eye movement of young adults differed significantly (p<0.05) when reading texts of different sizes. The eyes moved more and had a wider saccadic angle as the font size increased. An increase in fixations or stopping of the eyes were observed with larger texts. Adults with presbyopia had significantly different eye movement patterns than young adults (p<0.05), whereby these participants stopped more frequently at longer periods and had a narrower saccadic angle.Conclusion: Eye movements changed when reading texts of varied sizes and the movements differed between younger and older adults. These translate to altered visual searching and attention strategies with varied text readability, indicating that the oculomotor system adapts to the pattern, shape, and size of the presented reading material. This behavior could imply that cognitive processes have been altered to facilitate comprehension.

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10

Weger, Ulrich W., and Albrecht W. Inhoff. "Attention and Eye Movements in Reading." Psychological Science 17, no. 3 (March 2006): 187–91. http://dx.doi.org/10.1111/j.1467-9280.2006.01683.x.

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11

Rayner, Keith. "Eye Movements in Reading: Recent Developments." Current Directions in Psychological Science 2, no. 3 (June 1993): 81–86. http://dx.doi.org/10.1111/1467-8721.ep10770940.

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12

ENGBERT, R., R. KLIEGL, and A. LONGTIN. "COMPLEXITY OF EYE MOVEMENTS IN READING." International Journal of Bifurcation and Chaos 14, no. 02 (February 2004): 493–503. http://dx.doi.org/10.1142/s0218127404009491.

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During reading, our eyes perform complicated sequences of fixations on words. Stochastic models of eye movement control suggest that this seemingly erratic behavior can be attributed to noise in the oculomotor system and random fluctuations in lexical processing. Here, we present a qualitative analysis of a recently published dynamical model [Engbert et al., 2002] and propose that deterministic nonlinear control accounts for much of the observed complexity of eye movement patterns during reading. Based on a symbolic coding technique we analyze robust statistical features of simulated fixation sequences.

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13

Fine, E. M. "Reading eye movements in older adults." Journal of Vision 2, no. 10 (December 1, 2002): 38. http://dx.doi.org/10.1167/2.10.38.

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14

Hodgetts, D. J., J. W. Simon, T. A. Sibila, D. M. Scanlon, and F. R. Vellutino. "Normal reading despite limited eye movements." Journal of American Association for Pediatric Ophthalmology and Strabismus 2, no. 3 (June 1998): 182–83. http://dx.doi.org/10.1016/s1091-8531(98)90011-8.

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15

Kinsler, Veronica, and R. H. S. Carpenter. "Saccadic eye movements while reading music." Vision Research 35, no. 10 (May 1995): 1447–58. http://dx.doi.org/10.1016/0042-6989(95)98724-n.

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16

Liu, Ziyuan, Kaiyun Zhang, Shuang Gao, Jiarui Yang, and Weiqiang Qiu. "Correlation between Eye Movements and Asthenopia: A Prospective Observational Study." Journal of Clinical Medicine 11, no. 23 (November 28, 2022): 7043. http://dx.doi.org/10.3390/jcm11237043.

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Purpose: To analyze the correlation between eye movements and asthenopia so as to explore the possibility of using eye-tracking techniques for objective assessment of asthenopia. Methods: This prospective observational study used the computer visual syndrome questionnaire to assess the severity of asthenopia in 93 enrolled college students (age 20–30) who complained about asthenopia. Binocular accommodation and eye movements during the reading task were also examined. The correlations between questionnaire score and accommodation examination results and eye movement parameters were analyzed. Differences in eye movement parameters between the first and last reading paragraphs were compared. The trends in eye movement changes over time were observed. Results: About 81.7% of the subjects suffered from computer visual syndrome. Computer visual syndrome questionnaire total score was positively correlated with positive relative accommodation (p < 0.05). In the first reading paragraph, double vision was positively correlated with unknown saccades (all p < 0.05). Difficulty focusing at close range was positively correlated with total fixation duration, total visit duration, and reading speed (all p < 0.05). Feeling that sight was worsening was positively correlated with regressive saccades (p < 0.05). However, visual impairment symptoms were not significantly correlated with any accommodative function. In a total 20 min reading, significantly reduced eye movement parameters were: total fixation duration, fixation count, total visit duration, visit count, fixation duration mean, and reading speed (all p < 0.01). The eye movement parameters that were significantly increased were: visit duration mean and unknown saccades (all p < 0.001). Conclusion: Eye tracking could be used as an effective assessment for asthenopia. Among the various eye movement parameters, a decrease in fixation duration and counts may be one of the potential indicators related to asthenopia.

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17

Henderson, John M., Wonil Choi, Steven G. Luke, and Joseph Schmidt. "Neural correlates of individual differences in fixation duration during natural reading." Quarterly Journal of Experimental Psychology 71, no. 1 (January 2018): 314–23. http://dx.doi.org/10.1080/17470218.2017.1329322.

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Reading requires integration of language and cognitive processes with attention and eye movement control. Individuals differ in their reading ability, but little is known about the neurocognitive processes associated with these individual differences. To investigate this issue, we combined eyetracking and functional magnetic resonance imaging (fMRI), simultaneously recording eye movements and blood oxygen level dependent (BOLD) activity while subjects read text passages. We found that the variability and skew of fixation duration distributions across individuals, as assessed by ex-Gaussian analyses, decreased with increasing neural activity in regions associated with the cortical eye movement control network (left frontal eye fields [FEF], left intraparietal sulcus [IPS], left inferior frontal gyrus [IFG] and right IFG). The results suggest that individual differences in fixation duration during reading are related to underlying neurocognitive processes associated with the eye movement control system and its relationship to language processing. The results also show that eye movements and fMRI can be combined to investigate the neural correlates of individual differences in natural reading.

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18

Loos, Ruth. "Reading Paths, Eye Drawings, and Word Islands: Movement in Un coup de dés." i-Perception 3, no. 1 (January 2012): 50–58. http://dx.doi.org/10.1068/i0446aap.

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In the framework of an artistic–scientific project on eye-movements during reading, my collaborators from the psychology department at the KU Leuven and I had a close look at the poem “Un coup de dés jamais n'abolira le hasard” (“A throw of the dice will never abolish chance”) by Stéphane Mallarmé. The poem is an intriguing example of nonlinear writing, of a typographic game with white and space, and of an interweaving of different reading lines. These specific features evoke multiple reading methods. The animation, Movement in Un coup de dés, created during the still-ongoing collaboration interweaves a horizontal and a vertical reading method, two spontaneous ways of reading that point at the poem's intriguing ambiguity. Not only are we interested in different methods of reading; the scientific representations of eye movements themselves are a rich source of images with much artistic potential. We explore eye movements as “eye drawings” in new images characterized both by a scientific and by an artistic perspective.

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19

Ridder, W., E. Borsting, P. Yoshinaga, H. V. Ha, and S. Ridder. "Eye Movements of Dry Eye (DE) Patients During Reading." Journal of Vision 14, no. 10 (August 22, 2014): 105. http://dx.doi.org/10.1167/14.10.105.

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20

Conklin, Kathy, Sara Alotaibi, Ana Pellicer-Sánchez, and Laura Vilkaitė-Lozdienė. "What eye-tracking tells us about reading-only and reading-while-listening in a first and second language." Second Language Research 36, no. 3 (June 3, 2020): 257–76. http://dx.doi.org/10.1177/0267658320921496.

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Reading-while-listening has been shown to be advantageous in second language learning. However, research to date has not addressed how the addition of auditory input changes reading itself. Identifying how reading differs in reading-while-listening and reading-only might help explain the advantages associated with the former. The aim of the present study was to provide a detailed description of reading patterns with and without audio. To address this, we asked first language (L1) and second language (L2) speakers to read two passages (one in a reading-only mode and another in a reading-while-listening mode) while their eye movements were monitored. In reading-only, L2 readers had more and longer fixations (i.e. slower reading) than L1 readers. In reading-while-listening, eye-movement patterns were very similar in the L1 and L2. In general, neither group of participants fixated the word that they were hearing, although the L2 readers’ eye movements were more aligned to the auditory input. When reading and listening were not aligned, both groups’ eye movements generally preceded the audio. However, L2 readers had more cases where their fixations lagged behind the audio. We consider why reading slightly ahead of the audio could explain some of the benefits attributed to reading-while-listening contexts.

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21

Tang, Yushou, and Jianhuan Su. "Eye Movement Prediction Based on Adaptive BP Neural Network." Scientific Programming 2021 (September 11, 2021): 1–9. http://dx.doi.org/10.1155/2021/4977620.

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This paper uses adaptive BP neural networks to conduct an in-depth examination of eye movements during reading and to predict reading effects. An important component for the implementation of visual tracking systems is the correct detection of eye movement using the actual data or real-world datasets. We propose the identification of three typical types of eye movements, namely, gaze, leap, and smooth navigation, using an adaptive BP neural network-based recognition algorithm for eye movement. This study assesses the BP neural network algorithm using the eye movement tracking sensors. For the experimental environment, four types of eye movement signals were acquired from 10 subjects to perform preliminary processing of the acquired signals. The experimental results demonstrate that the recognition rate of the algorithm provided in this paper can reach up to 97%, which is superior to the commonly used CNN algorithm.

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22

Bertram, Raymond. "Eye movements and morphological processing in reading." Methodological and Analytic Frontiers in Lexical Research (Part II) 6, no. 1 (May 26, 2011): 83–109. http://dx.doi.org/10.1075/ml.6.1.04ber.

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In this article, I will give an overview of eye tracking studies on morphological processing since 2005 and a few earlier studies. An earlier survey article of Pollatsek and Hyönä (2006) covers almost all studies until then, but a number of interesting articles have been left undiscussed or were published after 2005. Before that, I will discuss (a) the advantages of studying morphological processing by means of eye tracking; (b) methodological issues related to eye movement experiments on morphological processing; (c) the dependent measures one can extract from the eye movement record and how they can be used in assessing the time course of morphological processing; (d) the boundary paradigm that has been used in morphological processing studies. I will argue that eye tracking should be used more often in morphological processing research, since it allows for studying morphologically complex words in a natural way and at the same time its rich data output allows for deeper levels of analyses than some other methods do.

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23

Birch, Stacy, and Keith Rayner. "Linguistic focus affects eye movements during reading." Memory & Cognition 25, no. 5 (September 1997): 653–60. http://dx.doi.org/10.3758/bf03211306.

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24

Yokoi, Kenji, Tsuyoshi Tomita, and Shinya Saida. "Improvement of Reading Speed and Eye Movements." i-Perception 2, no. 4 (May 2011): 263. http://dx.doi.org/10.1068/ic263.

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25

Rayner, Keith, Alexander Pollatsek, and Katherine S. Binder. "Phonological codes and eye movements in reading." Journal of Experimental Psychology: Learning, Memory, and Cognition 24, no. 2 (1998): 476–97. http://dx.doi.org/10.1037/0278-7393.24.2.476.

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26

SCHMEISSER, ELMAR T., J. M. MCDONOUGH, MARY BOND, PETER D. HISLOP, and AVROM D. EPSTEIN. "Fractal Analysis of Eye Movements during Reading." Optometry and Vision Science 78, no. 11 (November 2001): 805–14. http://dx.doi.org/10.1097/00006324-200111000-00010.

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27

Rayner, Keith, Scott P. Ardoin, and Katherine S. Binder. "Children's Eye Movements in Reading: A Commentary." School Psychology Review 42, no. 2 (June 1, 2013): 223–33. http://dx.doi.org/10.1080/02796015.2013.12087486.

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28

Subbaram, Manoj V. "Eye Movements and Information Processing During Reading." Optometry and Vision Science 82, no. 5 (May 2005): 355. http://dx.doi.org/10.1097/01.opx.0000162659.52072.2a.

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29

Liversedge, Simon P., Sarah J. White, John M. Findlay, and Keith Rayner. "Binocular coordination of eye movements during reading." Vision Research 46, no. 15 (July 2006): 2363–74. http://dx.doi.org/10.1016/j.visres.2006.01.013.

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30

Starr, Matthew S., and Keith Rayner. "Eye movements during reading: some current controversies." Trends in Cognitive Sciences 5, no. 4 (April 2001): 156–63. http://dx.doi.org/10.1016/s1364-6613(00)01619-3.

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31

Radach, Ralph, and Alan Kennedy. "Eye movements in reading: Some theoretical context." Quarterly Journal of Experimental Psychology 66, no. 3 (March 2013): 429–52. http://dx.doi.org/10.1080/17470218.2012.750676.

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32

Reddy, Ashwini V. C., Revathy Mani, Ambika Selvakumar, and Jameel Rizwana Hussaindeen. "Reading eye movements in traumatic brain injury." Journal of Optometry 13, no. 3 (July 2020): 155–62. http://dx.doi.org/10.1016/j.optom.2019.10.001.

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33

Rayner, Keith, Alexander Pollatsek, and Erik D. Reichle. "Eye movements in reading: Models and data." Behavioral and Brain Sciences 26, no. 4 (August 2003): 507–18. http://dx.doi.org/10.1017/s0140525x03520106.

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The issues the commentators have raised and which we address, include: the debate over how attention is allocated during reading; our distinction between early and late stages of lexical processing; our assumptions about saccadic programming; the determinants of skipping and refixations; and the role that higher-level linguistic processing may play in influencing eye movements during reading. In addition, we provide a discussion of model development and principles for evaluating and comparing models. Although we acknowledge that E-Z Reader is incomplete, we maintain that it provides a good framework for systematically trying to understand how the cognitive, perceptual, and motor systems influence the eyes during reading.

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Kasisopa, Benjawan, Ronan G. Reilly, Sudaporn Luksaneeyanawin, and Denis Burnham. "Child readers’ eye movements in reading Thai." Vision Research 123 (June 2016): 8–19. http://dx.doi.org/10.1016/j.visres.2015.07.009.

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35

Kaakinen, Johanna K., and Jukka Hyönä. "Task effects on eye movements during reading." Journal of Experimental Psychology: Learning, Memory, and Cognition 36, no. 6 (November 2010): 1561–66. http://dx.doi.org/10.1037/a0020693.

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36

TAMADA, Keisaku. "Eye movements during reading 4-frames manga." Proceedings of the Annual Convention of the Japanese Psychological Association 75 (September 15, 2011): 2AM047. http://dx.doi.org/10.4992/pacjpa.75.0_2am047.

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37

Inhoff, Albrecht Werner, Alexander Pollatsek, Michael I. Posner, and Keith Rayner. "Covert Attention and Eye Movements during Reading." Quarterly Journal of Experimental Psychology Section A 41, no. 1 (February 1989): 63–89. http://dx.doi.org/10.1080/14640748908402353.

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Eye movements were monitored during the reading of spatially transformed text in order to examine covert attentional processes in reading. In some conditions, the sequence of letters within a word was congruent with (i.e. in the same direction as) the sequence of words in the sentence; in other conditions the direction of letters within words and the direction of words in the sentence were incongruent. In addition, the window of visible text was varied so that in some conditions only the fixated word (and all preceding words) were visible, whereas in other conditions the fixated word and the succeeding word were both visible. Readers were able to extract more parafoveal information from text when the words themselves were normal than when the letters within the words were transformed. However, with practice, readers were able to use some parafoveal information even when the words were transformed. The most important finding was that the congruity of the word and letter order had no reliable effect on the ability to extract parafoveal information and influenced reading performance only when the words themselves were normal. We conclude that covert attention in reading is not a letter-by-letter scan that sweeps across the page, but either an asymmetric spotlight held constant on each fixation or a shifting of an attentional spotlight extending across multiletter units (possibly words) with the direction of shifts of attention closely coupled to the direction of eye movements.

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Sandhu, Jaskiran. "Eye movements and reading disorders in dyslexia." Optician 2016, no. 1 (January 2016): 108–1. http://dx.doi.org/10.12968/opti.2016.1.108.

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In the first of a three-part series, Jaskiran Sandhu offers an overview of the visual process in the healthy individual and then reviews the evidence for underlying physiological and anatomical abnormality in those for whom a diagnosis of dyslexia might be applicable.

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39

Hendriks, Angelique W. "Vergence eye movements during fixations in reading." Acta Psychologica 92, no. 2 (July 1996): 131–51. http://dx.doi.org/10.1016/0001-6918(95)00011-9.

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40

Inhoff, Albrecht W., Julie Gregg, and Ralph Radach. "Eye movement programming and reading accuracy." Quarterly Journal of Experimental Psychology 71, no. 1 (January 2018): 3–10. http://dx.doi.org/10.1080/17470218.2016.1226907.

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Eye movements were measured during the silent reading of sentences to extract several oculomotor measures. Rather than each measure being examined independently, oculomotor responses were grouped into two types, the assumption being that the grouping would project onto underlying constructs. Properties of forward-directed movements were assumed to reflect the success with which linguistic information was acquired (acquisition), and corrective responses were assumed to reveal readers’ responding to difficulties (correction). These two types of oculomotor responses were linked to indexes of reading accuracy (accuracy), which were obtained from separate materials so that eye movements with one set of materials could be used to predict reading accuracy for another set of materials. Path analyses indicated that correction, but not acquisition, was linked to accuracy. The additional clustering of acquisition, correction, and accuracy scores identified a group of readers with relatively low accuracy scores. These readers were typical in their acquisition of linguistic information but under-used corrective responding.

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Verghese, Preeti, Cécile Vullings, and Natela Shanidze. "Eye Movements in Macular Degeneration." Annual Review of Vision Science 7, no. 1 (September 15, 2021): 773–91. http://dx.doi.org/10.1146/annurev-vision-100119-125555.

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In healthy vision, the fovea provides high acuity and serves as the locus for fixation achieved through saccadic eye movements. Bilateral loss of the foveal regions in both eyes causes individuals to adopt an eccentric locus for fixation. This review deals with the eye movement consequences of the loss of the foveal oculomotor reference and the ability of individuals to use an eccentric fixation locus as the new oculomotor reference. Eye movements are an integral part of everyday activities, such as reading, searching for an item of interest, eye–hand coordination, navigation, or tracking an approaching car. We consider how these tasks are impacted by the need to use an eccentric locus for fixation and as a reference for eye movements, specifically saccadic and smooth pursuit eye movements.

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Buari, Noor Halilah, and Muhammad Zahir Nur-Zahirah. "The Effect of Different Locations of Simulated Central Vision Scotoma on Quality of Reading." Environment-Behaviour Proceedings Journal 2, no. 6 (November 6, 2017): 133. http://dx.doi.org/10.21834/e-bpj.v2i6.949.

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As a person read, the eyes move to extract information from the printed text. Reading became disturbed when obstructed by the scotoma. The effect of reading and eye movement were investigated between different locations of simulated central vision scotoma. The time to read the text and the eye movements were recorded and tracked among eleven participants. The reading speed showed a significant difference at different locations of central scotoma simulation. The presence of central scotoma affects the quality of reading as the eye moved slowly during reading in order to comprehend the text.

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43

Raney, Gary E. "E-Z Reader 7 provides a platform for explaining how low- and high-level linguistic processes influence eye movements." Behavioral and Brain Sciences 26, no. 4 (August 2003): 498–99. http://dx.doi.org/10.1017/s0140525x03440107.

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E-Z Reader 7 is a processing model of eye-movement control. One constraint imposed on the model is that high-level cognitive processes do not influence eye movements unless normal reading processes are disturbed. I suggest that this constraint is unnecessary, and that the model provides a sensible architecture for explaining how both low- and high-level processes influence eye movements.

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44

Epelboim, Julie, James R. Booth, and Robert M. Steinman. "Reading unspaced text: Implications for theories of reading eye movements." Vision Research 34, no. 13 (July 1994): 1735–66. http://dx.doi.org/10.1016/0042-6989(94)90130-9.

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45

Kruger, Jan-Louis, Natalia Wisniewska, and Sixin Liao. "Why subtitle speed matters: Evidence from word skipping and rereading." Applied Psycholinguistics 43, no. 1 (December 3, 2021): 211–36. http://dx.doi.org/10.1017/s0142716421000503.

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AbstractHigh subtitle speed undoubtedly impacts the viewer experience. However, little is known about how fast subtitles might impact the reading of individual words. This article presents new findings on the effect of subtitle speed on viewers’ reading behavior using word-based eye-tracking measures with specific attention to word skipping and rereading. In multimodal reading situations such as reading subtitles in video, rereading allows people to correct for oculomotor error or comprehension failure during linguistic processing or integrate words with elements of the image to build a situation model of the video. However, the opportunity to reread words, to read the majority of the words in the subtitle and to read subtitles to completion, is likely to be compromised when subtitles are too fast. Participants watched videos with subtitles at 12, 20, and 28 characters per second (cps) while their eye movements were recorded. It was found that comprehension declined as speed increased. Eye movement records also showed that faster subtitles resulted in more incomplete reading of subtitles. Furthermore, increased speed also caused fewer words to be reread following both horizontal eye movements (likely resulting in reduced lexical processing) and vertical eye movements (which would likely reduce higher-level comprehension and integration).

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Perea, Manuel, Ana Marcet, Beatriz Uixera, and Marta Vergara-Martínez. "Eye movements when reading sentences with handwritten words." Quarterly Journal of Experimental Psychology 71, no. 1 (January 2018): 20–27. http://dx.doi.org/10.1080/17470218.2016.1237531.

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The examination of how we read handwritten words (i.e., the original form of writing) has typically been disregarded in the literature on reading. Previous research using word recognition tasks has shown that lexical effects (e.g., the word-frequency effect) are magnified when reading difficult handwritten words. To examine this issue in a more ecological scenario, we registered the participants’ eye movements when reading handwritten sentences that varied in the degree of legibility (i.e., sentences composed of words in easy vs. difficult handwritten style). For comparison purposes, we included a condition with printed sentences. Results showed a larger reading cost for sentences with difficult handwritten words than for sentences with easy handwritten words, which in turn showed a reading cost relative to the sentences with printed words. Critically, the effect of word frequency was greater for difficult handwritten words than for easy handwritten words or printed words in the total times on a target word, but not on first-fixation durations or gaze durations. We examine the implications of these findings for models of eye movement control in reading.

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Raney, Gary E., and Keith Rayner. "Event-Related Brain Potentials, Eye Movements, and Reading." Psychological Science 4, no. 5 (September 1993): 283–86. http://dx.doi.org/10.1111/j.1467-9280.1993.tb00565.x.

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This article compares studies that use event-related brain potential (ERP) and eye movement data to examine changes in reading behavior when a text is read twice. Although the types of information provided by these methodologies are different, both indicate that rereading a text facilitates many aspects of processing. ERPs provide a method for measuring comprehension and memory processes separately, while eye movements provide a continuous record of performance and allow changes in reading behavior to be localized to specific words. The results from these studies are compatible. However, converging evidence is not always found when different paradigms are contrasted, and diverging results can provide important information. To facilitate comparison across experiments, we suggest using a common set of materials for both paradigms. We conclude that comparing the results of research based on more than one paradigm provides a more complete understanding of the processes involved in reading.

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Reichle, Erik D., Keith Rayner, and Alexander Pollatsek. "The E-Z Reader model of eye-movement control in reading: Comparisons to other models." Behavioral and Brain Sciences 26, no. 4 (August 2003): 445–76. http://dx.doi.org/10.1017/s0140525x03000104.

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The E-Z Reader model (Reichle et al. 1998; 1999) provides a theoretical framework for understanding how word identification, visual processing, attention, and oculomotor control jointly determine when and where the eyes move during reading. In this article, we first review what is known about eye movements during reading. Then we provide an updated version of the model (E-Z Reader 7) and describe how it accounts for basic findings about eye movement control in reading. We then review several alternative models of eye movement control in reading, discussing both their core assumptions and their theoretical scope. On the basis of this discussion, we conclude that E-Z Reader provides the most comprehensive account of eye movement control during reading. Finally, we provide a brief overview of what is known about the neural systems that support the various components of reading, and suggest how the cognitive constructs of our model might map onto this neural architecture.

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AlJassmi, Maryam A., Kayleigh L. Warrington, Victoria A. McGowan, Sarah J. White, and Kevin B. Paterson. "Effects of word predictability on eye movements during Arabic reading." Attention, Perception, & Psychophysics 84, no. 1 (October 10, 2021): 10–24. http://dx.doi.org/10.3758/s13414-021-02375-1.

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AbstractContextual predictability influences both the probability and duration of eye fixations on words when reading Latinate alphabetic scripts like English and German. However, it is unknown whether word predictability influences eye movements in reading similarly for Semitic languages like Arabic, which are alphabetic languages with very different visual and linguistic characteristics. Such knowledge is nevertheless important for establishing the generality of mechanisms of eye-movement control across different alphabetic writing systems. Accordingly, we investigated word predictability effects in Arabic in two eye-movement experiments. Both produced shorter fixation times for words with high compared to low predictability, consistent with previous findings. Predictability did not influence skipping probabilities for (four- to eight-letter) words of varying length and morphological complexity (Experiment 1). However, it did for short (three- to four-letter) words with simpler structures (Experiment 2). We suggest that word-skipping is reduced, and affected less by contextual predictability, in Arabic compared to Latinate alphabetic reading, because of specific orthographic and morphological characteristics of the Arabic script.

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Buari, Noor Halilah, and Anis Nur Fazlyana Md-Isa. "Eye Movements Behaviour in Reading Different Text Sizes among University Students." Environment-Behaviour Proceedings Journal 4, no. 12 (December 31, 2019): 75. http://dx.doi.org/10.21834/e-bpj.v4i12.1916.

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AbstractReading efficiency is one of the main concerns among the teachers, publishers, and also eye care practitioners. The size of the text was among factor that might affect the reading. The eye movement behaviour was studied in six different text legibility. The saccades and fixation were recorded and tracked among twenty-five university students. Significant changes in eye movements behaviour in term of saccades and fixations occurred when the university students read passages with different text legibility. The eye movements behaviour was able to adapt to the changes in shape, and size of presented reading materials for better understanding of reading.Keywords: eye movements; saccadic; fixation; readingeISSN: 2398-4287 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v4i12.1916

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