The case for the visual span as a sensory bottleneck in reading

Legge, Gordon E.; Cheung, Sing Hang; Yu, Deyue; Chung, Susana T. L.; Lee, Hye Won; Owens, Daniel P.

doi:10.1167/7.2.9

Cited by 145 publications

(209 citation statements)

References 49 publications

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“…Here, the concept of the visual span (the number of characters that can be identified in a single fixation) plays a unifying role. Increased print size decreases this span [14] and suggests a decrease in reading rate. Further work, perhaps facilitated by a regression protocol similar to ours, is needed to investigate the relationship between possible declining visual span in older adults and declining reading rates.…”

Section: Discussionmentioning

confidence: 97%

Models of reading performance in older adults with normal age-related vision

Nygaard¹

2008

JRRD

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Abstract-Reading rate with print size (reading performance) was studied in a group of 132 older readers with normal agerelated vision using the Minnesota Low Vision Reading Acuity (MNREAD) test. Regression by a monotonic Weibull model had greater convergence success with lower residual error than either Logistic or Gompertz models. Reading performance by Weibull model regression was characterized by inflexion slope, critical print size, and maximum reading rate. Successive shortening of the data set length before regression by the monotonic Weibull model gave decreased fitting error. This finding suggests that some individual reading rates, rather than asymptoting at the largest print size, may give nonsigmoidal responses. Shortening the data set length decreases regression error but significantly changes regression parameter values. A nonmonotonic Weibull model that was sensitive to declining reading rate at large print size improved regression on 22% of our data. This result indicates that a subgroup of subjects had response falloff at large print size and reading performance characteristics that included incremental and decremental reading rate slopes at different print sizes, which were separated by a reading rate plateau.

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Section: Discussionmentioning

confidence: 97%

Models of reading performance in older adults with normal age-related vision

Nygaard¹

2008

JRRD

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“…2 in Legge & Bigelow, 2011). For example, Legge et al (1985) showed a maximum reading speed of about 250 words/min for drifting text with over 94 % contrast, while Legge et al (2007) reported about 1,000 words/min for RSVP text with 90 % contrast. Other factors that could affect reading performance are differences in the text materials (sentences in the previous studies vs. a sequence of three-character isolated words in ours) and language (English vs. Japanese).…”

Section: Words (Filled and Open Circles) Figure 4 Also Includes The mentioning

confidence: 94%

Reading performance in middle-aged adults with declines in accommodation

Teramoto

Tao

Sekiyama³

et al. 2012

Atten Percept Psychophys

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The present study investigated the effects of presbyopia on the reading ability of middle-aged adults in a Japanese reading context, using the rapid serial visual presentation paradigm. Japanese words, each consisting of three characters, were sequentially presented at the same location on a display screen. Participants were instructed to read the words aloud as accurately as possible, irrespective of their order within the sequence. Experiment 1 showed that the reading performance for the presbyopes was far worse for the near-viewing (35 cm) than for the far-viewing (70 cm) conditions when the words were presented at 0.4°in character size. Experiment 2 investigated in detail the effect of luminance contrast on reading at a viewing distance of 35 cm. The minimums of the exposure durations within which the participants could read the words above 89.9 % correct (minimum exposure duration) were 498 ms/ word for the presbyopes and 134 ms/word for the nonpresbyopes, both of which values were obtained at 100 % contrast. The critical contrast-that is, the contrast that doubled the minimum exposure duration that had been obtained at 100 % contrast-was considerably higher for the presbyopes (39.2 %) than for the nonpresbyopes (16.4 %). However, the reading performance for the presbyopes was improved more than threefold when the contrast was increased to 100 % in both experiments. Thus, our results provide psychophysical evidence for the dependency of presbyopes' reading on viewing distance and luminance contrast.

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“…Some researchers (Wolverton & Zola, 1983;Reichle et al, 1998) determined that it is 5-9 characters. Brysbaert et al (2005) argues that it is 1-18 letters while Legge et al (2007) suggests that it differs from 6 to 7 at an accuracy of 80%.…”

Section: Volume 5 Issue 4 December 2017mentioning

confidence: 99%

Basic Concepts of Reading Instruction

Ari¹

2017

ijlet

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Reading act is performed by connected physiological, psychological and cognitive processes. The operations taking place in these processes are expected to continue for life by being developed with certain strategies. A lot of information is gained with reading skills in education life. Therefore, basic concepts that constitute reading education in teaching and improving reading are important for teachers. The aim of this study is to submit information compiled from the literature about reading education process and which basic concepts are used in reading education. While teaching reading from part to whole, from whole to part and interactional approaches are used. From part to whole approach is at the forefront. Then with interactional approach strategies, both code solving and making sense is improved. Teachers should know the characteristics of bouncing, stopping, turning back, and scanning movements of the eye both in code solving and making sense. The teacher should configure the teaching for the students to gain fluid reading elements by making use of reading out and reading silently. After reading act is acquired; good reader characteristics should be gained by improving asking questions, guessing, summarizing, and interpretation skills in integrated readings. Reading skill is improved by studies on the text. Therefore, the students should come across texts that are suitable to their levels, textuality and readability criteria. The vocabulary of children should be improved in a planned way with text-based word and meaning studies. Reading fluency, making sense and interpretation skills of children should be pursued with different evaluation types. In the long term, work should be done to make reading a habit for them.

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The case for the visual span as a sensory bottleneck in reading

Cited by 145 publications

References 49 publications

Models of reading performance in older adults with normal age-related vision

Models of reading performance in older adults with normal age-related vision

Reading performance in middle-aged adults with declines in accommodation

Basic Concepts of Reading Instruction

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