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ERIC Number: EJ1220255
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1088-8438
Is a Frequency Effect Observed in Eye Movements during Text Reading? A Comparison between Developing and Expert Readers
Khelifi, Rachid; Sparrow, Laurent; Casalis, Séverine
Scientific Studies of Reading, v23 n4 p334-347 2019
In the present study, the frequency effect was examined specifically in text reading in developing and expert readers. Third graders, fifth graders, and expert readers read the same short text containing high- and low-frequency words while their eye movements were recorded. The frequency effect was observed in temporal and spatial measures of eye movement in all participants. However, we found a greater frequency effect in developing readers than in expert readers, and also in 3rd graders than in 5th graders. Furthermore, the frequency effect emerged at an early stage, as soon as the first fixation duration in 3rd graders and gaze duration in 5th graders. In contrast, the frequency effect was observed only for total fixation in expert readers. We discuss these results within the framework of the computational model E-Z Reader to explain why the magnitude of the frequency effect could be different across reading levels.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 3; Primary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France