ERIC Number: EJ1080375
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Reference Count: 19
Reading Skill and Word Skipping: Implications for Visual and Linguistic Accounts of Word Skipping
Eskenazi, Michael A.; Folk, Jocelyn R.
Journal of Experimental Psychology: Learning, Memory, and Cognition, v41 n6 p1923-1928 Nov 2015
We investigated whether high-skill readers skip more words than low-skill readers as a result of parafoveal processing differences based on reading skill. We manipulated foveal load and word length, two variables that strongly influence word skipping, and measured reading skill using the Nelson-Denny Reading Test. We found that reading skill did not influence the probability of skipping five-letter words, but low-skill readers were less likely to skip three-letter words when foveal load was high. Thus, reading skill is likely to influence word skipping when the amount of information in the parafovea falls within the word identification span. We interpret the data in the context of visual-based (extended optimal viewing position model) and linguistic based (E-Z Reader model) accounts of word skipping. The models make different predictions about how and why a word is skipped; however, the data indicate that both models should take into account the fact that different factors influence skipping rates for high- and low-skill readers.
Descriptors: Reading Skills, Eye Movements, Individual Differences, Reading Tests, Word Recognition, Probability, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Ohio
Identifiers - Assessments and Surveys: Nelson Denny Reading Tests