An eye movement study on the mechanisms of reading fluency development
Hautala, J., Hawelka, S., & Ronimus, M. (2024). An eye movement study on the mechanisms of reading fluency development. Cognitive Development, 69, Article 101395. https://doi.org/10.1016/j.cogdev.2023.101395
Julkaistu sarjassa
Cognitive DevelopmentPäivämäärä
2024Tekijänoikeudet
© 2023 The Author(s). Published by Elsevier Inc.
Little is known about how word recognition processes, such as decoding, change when reading fluency improves during the school year. Such knowledge may have practical importance by determining which aspects of reading are most malleable at a certain age and reading level. The development of word-recognition subprocesses of third- and fourth-grade Finnish students (n = 81) with variable reading fluency was explored from longitudinal (6-month) text reading eye-tracking data. Generic development of the word recognition system was assessed from longitudinal changes in first fixation, average refixation durations and the number of first-pass fixations. The development of orthographic word representations and decoding was studied by examining the longitudinal changes in word frequency and word length effects, respectively. According to the results, the gain in reading fluency was mainly associated with decreases in first fixation and refixation durations. These decreases, in turn, inhibited the reduction in the number of fixations. However, students who could overcome this inhibitory effect, that is, by reading both with shorter fixation durations and with fewer fixations, developed most in reading fluency. The results seem to indicate that reading fluency development is driven by increased efficiency in representing letter strings in working memory. Over time, this development may lead to fewer fixations made into a word and, thus, more letters processed during each fixation.
...
Julkaisija
ElsevierISSN Hae Julkaisufoorumista
0885-2014Asiasanat
Julkaisuun liittyvä(t) tutkimusaineisto(t)
Hautala, Jarkko; Junttila, Enni. (2024). Reader’s Theater projects in reading disability remediation (ReadDrama): project data. V. 30.6.2024. University of Jyväskylä. https://doi.org/10.17011/jyx/dataset/94903. https://urn.fi/URN:NBN:fi:jyu-202405163669Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/194540371
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Lisätietoja rahoituksesta
This research was funded by the Research Council of Finland with grants 317030 and 319911 to Jarkko Hautala.Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
Long-term effects of the home literacy environment on reading development : Familial risk for dyslexia as a moderator
Torppa, Minna; Vasalampi, Kati; Eklund, Kenneth; Niemi, Pekka (Elsevier, 2022)This study aimed to gain better understanding of the associations between literacy activities at home and long-term language and literacy development. We extended the home literacy environment (HLE) model of Sénéchal and ... -
Readers’ Theater Projects for Special Education : A Randomized Controlled Study
Hautala, Jarkko; Ronimus, Miia; Junttila, Enni (Routledge, 2023)A randomized controlled trial was conducted to study the effectiveness of two readers’ theater (RT) programs in promoting reading skills and motivation of dysfluent readers in Grades 3–4. One program (RT Goal) included a ... -
Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education
Virinkoski, Riitta; Eklund, Kenneth; Lerkkanen, Marja-Kristiina; Holopainen, Leena; Aro, Mikko (Elsevier, 2021)This study investigated why some Finnish students receive part-time special education in Grade 1, duration of that support, and its relation to student reading fluency, reading comprehension, and arithmetic fluency ... -
How Are Practice and Performance Related? Development of Reading From Age 5 to 15
van Bergen, Elsje; Vasalampi, Kati; Torppa, Minna (John Wiley & Sons, 2021)Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and ... -
Reading development of late talking toddlers with and without familial risk for dyslexia : a follow up study from age 2 to 15
Psyridou, Maria (2015)Expressive language delay is one of the most frequent concerns for parents and health care providers, and it is also one of the most common reasons that young children are referred for evaluation. In the present study, ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.