| Title | Eye Movements during Silent and Oral Reading in a Regular Orthography: Basic Characteristics and Correlations with Childhood Cognitive Abilities and Adolescent Reading Skills
| | Authors | M. Krieber, K.D. Bartl-Pokorny, F.B. Pokorny, D. Zhang,K. Landerl, C. Korner, F. Pernkopf, T. Pock, C.Einspieler,P.B. Marschik
| | Journal | PLoS ONE 12(2):e0170986. doi:10.1371/journal.pone.0170986
| | Year of publishing | 2017
| | Abstract | The present study aimed to define differences between silent and oral reading with respectto spatial and temporal eye movement parameters. Eye movements of 22 German-speak-ing adolescents (14 females; mean age = 13;6 years;months) were recorded while readingan age-appropriate text silently and orally. Preschool cognitive abilities were assessed atthe participants’ age of 5;7 (years;months) using the Kaufman Assessment Battery forChildren. The participants’ reading speed and reading comprehension at the age of 13;6(years;months) were determined using a standardized inventory to evaluate silent readingskills in German readers (Lesegeschwindigkeits- und -versta¨ndnistest fu¨r Klassen 6–12).The results show that (i) reading mode significantly influenced both spatial and temporalcharacteristics of eye movement patterns; (ii) articulation decreased the consistency ofintraindividual reading performances with regard to a significant number of eye movementparameters; (iii) reading skills predicted the majority of eye movement parameters duringsilent reading, but influenced only a restricted number of eye movement parameters whenreading orally; (iv) differences with respect to a subset of eye movement parameters in-creased with reading skills; (v) an overall preschool cognitive performance score predictedreading skills at the age of 13;6 (years;months), but not eye movement patterns duringeither silent or oral reading. However, we found a few significant correlations between pre-school performances on subscales of sequential and simultaneous processing and eyemovement parameters for both reading modes. Overall, the findings suggest that eye move-ment patterns depend on the reading mode. Preschool cognitive abilities were more closely related to eye movement patterns of oral than silent reading, while reading skills predicted eye movement patterns during silent reading, but less so during oral reading.
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