| Title | Orthography, and the Development of Reading Processes: An Eye-Movement Study of Chinese and English
| | Authors | Gary Feng, Kevin Miller, Hua Shu, Houcan Zhang
| | Journal | http://www.rcgd.isr.umich.edu/life/Readings2007/Miller%20Ed%20Reading%202.pdf
| | Year of publishing | 2007
| | Abstract | As children become proficient readers, the mechanics of the eye movements underlying reading undergo substantial changes. At least three factors might account for these changes: general developmental changes, effects of increasing reading expertise, and tuning of reading processes to take advantage of the regularities of the orthography children read. Cross-cultural developmental studies looking at the course of reading acquisition in different orthographies are crucial to disentangling these factors. Chinese characters and English alphabetic orthographies provide a good comparison for looking at how orthography affects the development of reading eye-movements. Third-grade, fifth-grade, and undergraduate students, native speakers of either English or Chinese were asked to read age-appropriate texts in their native language while their eye movements were recorded. Different aspects of reading eye-movements showed differentpatterns of influence by development and orthography. In general, orthographic effects were greater for children than those previously reported for skilled adult readers. The specific patterns of development in these two orthographies support a distinction between when and where systems of eye-movement control with different developmental trajectories. Consequences of these varying patterns for constraining models of reading and its development are discussed.
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