Eye Movements and Articulations during a Letter Naming Speed Task: Children with and without Dyslexia

Autor/inn/en	Al Dahhan, Noor Z.; Kirby, John R.; Brien, Donald C.; Munoz, Douglas P.
Titel	Eye Movements and Articulations during a Letter Naming Speed Task: Children with and without Dyslexia
Quelle	In: Journal of Learning Disabilities, 50 (2017) 3, S.275-285 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219415618502
Schlagwörter	Dyslexia; Comparative Analysis; Eye Movements; Visual Stimuli; Naming; Predictor Variables; Reading Skills; Phonology; Visual Perception; Time; Children; Error Patterns; Foreign Countries; Hypothesis Testing; Decoding (Reading); Word Recognition; Intelligence Tests; Reading Tests; Canada; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Augenbewegung; Prädiktor; Reading skill; Lesefertigkeit; Fonologie; Visuelle Wahrnehmung; Zeit; Child; Kind; Kinder; Fehlertyp; Ausland; Hypothesenprüfung; Hypothesentest; Dekodierung; Worterkennung; Intelligence test; Intelligenztest; Lesetest; Kanada
Abstract	Naming speed (NS) refers to how quickly and accurately participants name a set of familiar stimuli (e.g., letters). NS is an established predictor of reading ability, but controversy remains over why it is related to reading. We used three techniques (stimulus manipulations to emphasize phonological and/or visual aspects, decomposition of NS times into pause and articulation components, and analysis of eye movements during task performance) with three groups of participants (children with dyslexia, ages 9-10; chronological-age [CA] controls, ages 9-10; reading-level [RL] controls, ages 6-7) to examine NS and the NS-reading relationship. Results indicated (a) for all groups, increasing visual similarity of the letters decreased letter naming efficiency and increased naming errors, saccades, regressions (rapid eye movements back to letters already fixated), pause times, and fixation durations; (b) children with dyslexia performed like RL controls and were less efficient, had longer articulation times, pause times, fixation durations, and made more errors and regressions than CA controls; and (c) pause time and fixation duration were the most powerful predictors of reading. We conclude that NS is related to reading via fixation durations and pause times: Longer fixation durations and pause times reflect the greater amount of time needed to acquire visual/orthographic information from stimuli and prepare the correct response. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01