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dc.contributor.authorLoberg, Otto
dc.contributor.authorHautala, Jarkko
dc.contributor.authorHämäläinen, Jarmo A.
dc.contributor.authorLeppänen, Paavo H.T.
dc.date.accessioned2019-11-15T08:32:19Z
dc.date.available2019-11-15T08:32:19Z
dc.date.issued2019
dc.identifier.citationLoberg, O., Hautala, J., Hämäläinen, J. A., & Leppänen, P. H. (2019). Influence of reading skill and word length on fixation-related brain activity in school-aged children during natural reading. <i>Vision Research</i>, <i>165</i>, 109-122. <a href="https://doi.org/10.1016/j.visres.2019.07.008" target="_blank">https://doi.org/10.1016/j.visres.2019.07.008</a>
dc.identifier.otherCONVID_33543906
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/66392
dc.description.abstractWord length is one of the main determinants of eye movements during reading and has been shown to influence slow readers more strongly than typical readers. The influence of word length on reading in individuals with different reading skill levels has been shown in separate eye-tracking and electroencephalography studies. However, the influence of reading difficulty on cortical correlates of word length effect during natural reading is unknown. To investigate how reading skill is related to brain activity during natural reading, we performed an exploratory analysis on our data set from a previous study, where slow reading (N = 27) and typically reading (N = 65) 12-to-13.5-year-old children read sentences while co-registered ET-EEG was recorded. We extracted fixation-related potentials (FRPs) from the sentences using the linear deconvolution approach. We examined standard eye-movement variables and deconvoluted FRP estimates: intercept of the response, categorical effect of first fixation versus additional fixation and continuous effect of word length. We replicated the pattern of stronger word length effect in eye movements for slow readers. We found a difference between typical readers and slow readers in the FRP intercept, which contains activity that is common to all fixations, within a fixation time-window of 50–300 ms. For both groups, the word length effect was present in brain activity during additional fixations; however, this effect was not different between groups. This suggests that stronger word length effect in the eye movements of slow readers might be mainly due re-fixations, which are more probable due to the lower efficiency of visual processing.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier Ltd
dc.relation.ispartofseriesVision Research
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherFRP
dc.subject.otherreading
dc.subject.otherword length
dc.subject.othereye-tracking
dc.subject.otherEEG
dc.subject.otherreading fluency
dc.titleInfluence of reading skill and word length on fixation-related brain activity in school-aged children during natural reading
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201911154893
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineMonitieteinen aivotutkimuskeskusfi
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiainePsychologyen
dc.contributor.oppiaineCentre for Interdisciplinary Brain Researchen
dc.contributor.oppiaineSchool of Wellbeingen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange109-122
dc.relation.issn0042-6989
dc.relation.volume165
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber274022
dc.subject.ysokatseenseuranta
dc.subject.ysosujuvuus
dc.subject.ysosanat
dc.subject.ysolukeminen
dc.subject.ysoEEG
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p37956
jyx.subject.urihttp://www.yso.fi/onto/yso/p21865
jyx.subject.urihttp://www.yso.fi/onto/yso/p3291
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p3328
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.visres.2019.07.008
dc.relation.funderSuomen Akatemiafi
dc.relation.funderResearch Council of Finlanden
jyx.fundingprogramAkatemiaohjelma, SAfi
jyx.fundingprogramAcademy Programme, AoFen
jyx.fundinginformationThis research was funded by grant 274022 from the Academy of Finland ‘Internet and learning difficulties: multidisciplinary approach for understanding information seeking in new media (eSeek)’ to Paavo H.T. Leppänen.
dc.type.okmA1


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