Eye movements in the process of reading as an indicator of development of reading skill

Bezrukikh, M. M.; Ivanov, Vladimir

doi:10.1134/s0362119712060047

Cited by 4 publications

(6 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the control group, in addition to correlations with other indicators of fixation number, we also observed that gaze fixation stability is directly correlated with amplitude of progressive saccades when reading. This correlation confirms previous results [ 35 , 36 ] associating more developed oculomotor reactions with more skilled reading.…”

Section: Discussionsupporting

confidence: 92%

“…We also correlated the age of participants to the reading parameters and found a clear dependence on age (except CV of progressive saccades) in the control group, while there was no correlation in the cerebellar group ( Table 3 ). The improvement of reading skills with age has been reported in numerous studies [ 35 , 36 , 46 ]. On one hand, saccadic cortical areas (frontal and parietal cortex) are less active in young children than in adolescents and adults [ 47 ], pointing to maturation of these areas with age.…”

Section: Discussionmentioning

confidence: 97%

“…Very few studies conducted on patients with similar condition have assessed their reading skills [ 29 , 32 , 33 ], while to our knowledge, there are no studies in which oculomotor parameters changes were described. Oculomotor parameters while reading are thought to reflect reading skills level [ 34 , 35 , 36 ]; therefore, we assume these skills to be impaired in our patients as a result of existing cerebellar dysfunction.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Reading in Children Who Survived Cerebellar Tumors: Evidence from Eye Movements

Mironets

Shurupova

Dreneva

2022

Vision

View full text Add to dashboard Cite

Cerebellar tumors often affect the eye movement centers located in vermis, negatively affecting cognitive development and learning abilities in children. Previous research has established that patients who survived cerebellar tumors tend to demonstrate various saccadic impairments (e.g., hypermetria) and poor gaze stability as compared to healthy controls. The aim of the current study was to evaluate the influence of oculomotor deficits in such patients on reading parameters. A total of 112 children (8–17 y.o.), 65 of whom survived cerebellar tumors, participated in the study. The study design included several oculomotor and reading tasks. Eye movements were recorded every 1/60 s monocularly with an Arrington eye tracker. We observed profound reading impairments in the patients as compared to healthy children, including longer reading time, greater numbers of fixations and regressive saccades, and longer fixation durations. We also found significant correlations between changes in basic oculomotor functions and reading parameters. The patients also demonstrated gaze fixation instability, large number of fixations, and long scanpath reflecting the return of the gaze to the already counted objects. Thus, oculomotor changes caused by cerebellar tumor and its treatment led to disturbances in such neurocognitive activity as reading. Our findings emphasize the necessity of considering these deficits in cerebellar tumor survivors when designing rehabilitation protocols.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Reading in Children Who Survived Cerebellar Tumors: Evidence from Eye Movements

Mironets

Shurupova

Dreneva

2022

Vision

View full text Add to dashboard Cite

show abstract

“…For Russian, several studies using eye tracking while reading have already been conducted, but they explored specific theoretical issues in low-level eye movements or sentence processing Anisimov, Fedorova, & Latanov, 2014;Bezrukikh & Ivanov, 2012;Chernova, 2015;Jouravlev & Jared, 2018). They aimed to answer questions unrelated to particular properties of the Cyrillic alphabet or reading strategies in Russian.…”

Section: Other Eye Movement Corpora Based On the Psc Protocolmentioning

confidence: 99%

Russian Sentence Corpus: Benchmark measures of eye movements in reading in Russian

et al. 2018

View full text Add to dashboard Cite

This article introduces a new corpus of eye movements in silent reading-the Russian Sentence Corpus (RSC). Russian uses the Cyrillic script, which has not yet been investigated in cross-linguistic eye movement research. As in every language studied so far, we confirmed the expected effects of low-level parameters, such as word length, frequency, and predictability, on the eye movements of skilled Russian readers. These findings allow us to add Slavic languages using Cyrillic script (exemplified by Russian) to the growing number of languages with different orthographies, ranging from the Roman-based European languages to logographic Asian ones, whose basic eye movement benchmarks conform to the universal comparative science of reading (Share, 2008). We additionally report basic descriptive corpus statistics and three exploratory investigations of the effects of Russian morphology on the basic eye movement measures, which illustrate the kinds of questions that researchers can answer using the RSC. The annotated corpus is freely available from its project page at the Open Science Framework: https://osf.io/x5q2r/ .

show abstract

“…Продолжительность фиксаций между саккадами отражает процессы интеграции и анализа входящей информации (Иванов и др., 2010;Bezrukikh, Ivanov, 2013;Frey et al, 2013;Rayner, Reingold, 2015;Rucci, Poletti, 2015;Lopez-Perez et al, 2016). Во время фиксации происходит смещение внимания, селекция места следующей фиксации и запоминание выбранной локации, принимается решение о генерации коррекционной или регрессивной (возвратной) саккады (Leigh, Zee, 2015).…”

unclassified

Oculomotor Activity During Reading in Elementary School-Aged Students with Different Cognitive Skills

Budenkova

2020

Journal of Siberian Federal University. Biology

View full text Add to dashboard Cite

Eye movements provide relevant information about the functional state of some cognitive functions. The connection between eye movements and cognitive processes is based on the anatomical and functional overlap of structures controlling them in different parts of the brain. Various human activities, including reading, are associated with eye movements. Reading skills include two components: reading technique (a motor component) and reading comprehension (a cognitive component). Monitoring and interpretation of oculomotor response is a useful tool for studying the reading process. The present study characterizes saccadic and fixation eye-movement components in 7-8 year-old elementary school students that showed poor reading comprehension. The students were divided into three groups based on answer quality: giving no answer, giving a wrong answer, and coping with the task only with a prompt. The groups were found to differ in the amplitude, velocity, and deceleration of pro- and regressive saccades and the average duration of fixations per word. Thus, eye-movement parameters can be used to characterize the groups of schoolchildren that experience difficulty in reading comprehension or in formulating an answer to a semantic question. The present study contributes insight into various cognitive reading strategies and can be useful for creating personal learning paths for elementary school students to master reading skills, which are important for social success

show abstract

Eye movements in the process of reading as an indicator of development of reading skill

Cited by 4 publications

References 23 publications

Reading in Children Who Survived Cerebellar Tumors: Evidence from Eye Movements

Reading in Children Who Survived Cerebellar Tumors: Evidence from Eye Movements

Russian Sentence Corpus: Benchmark measures of eye movements in reading in Russian

Oculomotor Activity During Reading in Elementary School-Aged Students with Different Cognitive Skills

Contact Info

Product

Resources

About