scholarly journals Screening for Reading Difficulties: Comparing Eye Tracking Outcomes to Neuropsychological Assessments

2021 ◽  
Vol 6 ◽  
Author(s):  
Anna Carin Gran Ekstrand ◽  
Mattias Nilsson Benfatto ◽  
Gustaf Öqvist Seimyr
Keyword(s):  
Eye Tracking ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Neuropsychological Test ◽  
Reading Development ◽  
Screening Method ◽  
Cognitive Assessments ◽  
Cognitive Difficulties ◽  
Cognitive Limitations ◽  
Early School

The use of eye tracking to assess reading fluency has been proposed as a novel and efficient screening method for identifying school children with atypical reading development or risk of dyslexia. Currently, however, little is known about the relationship between the predictive outcomes produced by eye tracking screening systems and specialist cognitive assessments. Here we investigate this relationship in the context of a neuropsychological case study involving eight subjects (9–10 years) who were identified as being at risk of dyslexia by an eye tracking screening system. We analyze to what extent these subjects displayed cognitive limitations when assessed with a neuropsychological test battery, and to what extent cognitive difficulties were limited to reading and decoding, or whether they extended to other domains as well. As a group, the subjects performed on average significantly worse in reading and decoding than in other cognitive domains. Five subjects performed more than 1.25 standard deviations below the mean for age. In line with empirical evidence, co-occurring difficulties in the attention domain were also observed in a few struggling readers. Overall, the results support the view that eye tracking can be a useful tool to assess and monitor children’s reading development during the early school years.

scholarly journals A STUDY OF FIELD GEOTHERMAL POWER POTENTIAL & THERMODYNAMIC CONCEPTS OF PROSPECTIVE BINARY POWER CYCLE BASED GEOTHERMAL POWER PLANT FOR TATAPANI GEOTHERMAL FIELD.

2021 ◽  
Vol 10 (1) ◽  
pp. 120-126
Keyword(s):  
Eye Tracking ◽  
Sensitivity And Specificity ◽  
Reading Fluency ◽  
Text Comprehension ◽  
Longitudinal Research ◽  
Reading Development ◽  
High Sensitivity ◽  
Development Project ◽  
Geothermal Field ◽  
Geothermal Power

Dyslexia is a neuro developmental reading disorder that degrades the speed and accuracy of word recogni- tion, and as a consequence, impedes reading fluency and text comprehension. Between 5 and 10 percent of the population are normally affected by it. It has long been known that the eye movements of dyslexic readers differ from those of typical readers. The dataset for this study has been taken from the dataset used by a similar study (Benfatto et al., 2016). The experiments reported by the authors are based on eye tracking data from 185 subjects participating in the Kronoberg reading development project, a longitudinal research project on reading development and reading disability in Swedish school children running between 1989 and 2010. For our present study, we use eye movement recordings made while the subjects were reading a short natural passage of text adapted to their age. Recordings were available for 185 subjects, 97 High Risk (HR) subjects (76 males and 21 females) and 88 Low Risk(LR) subjects (69 males and 19 females Machine learning based predictive model developed in this study employ feature set based on eye fixations and saccades parameters and can be used to give individual level diagnosis with high sensitivity and specificity. Using statistical cross-validation techniques on a sample of 97 dyslexic and 88 control subjects, we achieve a classification accuracy of over 96% with balanced levels of sensitivity and specificity. Diagnostic follow-up of a screening result is always necessary so that intervention strategies can be personalized. Nevertheless, early identification of individuals in need of support is the first important step in this process and using eye tracking along with this system during reading may prove very useful. The system’s accuracy can be further enhanced by collecting a larger sample and then training these and other classification models.

DIFFERENCES IN VISUAL WORD RECOGNITION BETWEEN L1 AND L2 SPEAKERS

2017 ◽  
Vol 40 (2) ◽  
pp. 319-339
Author(s):  
Pauline Schröter ◽  
Sascha Schroeder
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Reading Fluency ◽  
Reading Development ◽  
Visual Word ◽  
Decision Task ◽  
School Students ◽  
Mixed Effect ◽  
L2 Processing ◽  
The Impact

AbstractInvestigating the impact of linguistic characteristics on visual word recognition in children, we studied whether differences in native (L1) and second language (L2) processing already emerge at the beginning of reading development. German elementary school students in grades 2 to 6 completed a battery of standardized tests and a lexical decision task (LDT). Though L1 speakers outperformed L2 speakers on German skills, groups did not differ in their overall performance on the LDT. However, results from mixed-effect models revealed greater effects for word frequency and length in L2 over L1 speakers, indicating qualitative differences in the sensitivity to linguistic information between groups. This distinction persisted across all grades and after controlling for differences in vocabulary size and reading fluency. Findings extend evidence provided for adult L2 processing, suggesting that varying language exposure shapes the development of the word-recognition system already in the early stages of reading development.

scholarly journals Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships

2021 ◽  
Vol 11 (3) ◽  
pp. 331-350
Author(s):  
Sihui (Echo) Ke ◽  
Dongbo Zhang
Keyword(s):  
Reading Fluency ◽  
Scoping Review ◽  
Word Reading ◽  
Reading Development ◽  
Vocabulary Knowledge ◽  
Target Language ◽  
Morphological Instruction ◽  
The Usa ◽  
Novel Word Learning ◽  
The Relationship

This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and Grade 12 from four countries (China, Egypt, Singapore, and the USA). Findings suggested that (a) morphological instruction led to consistent and positive gains in L2 children’s morphological awareness and vocabulary knowledge, and the effect sizes (Cohen’s ds) ranged from small to large; and (b) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive. Notably, transfer effects of L2 English morphological instruction on novel word learning in English or on reading development in an additional language were only examined and observed in four primary studies. Discussion was provided regarding future instructional and research design.

scholarly journals Increasing Reading Fluency through the Use of Physical Movement and Affirming Parallel Concepts

2021 ◽  
Vol 5 (2) ◽  
pp. p118
Author(s):  
Tim P. Mead ◽  
Leif E. Berg ◽  
Starr K. Sage ◽  
Dennis J. Guillot
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Sight Words ◽  
Control Group ◽  
School Students ◽  
Physical Movement ◽  
Group 5 ◽  
The Impact ◽  
Experimental Group

Sixteen 6th grade middle school students, who were all classified as struggling readers, volunteered to participate in a study examining the impact of daily physical movement and singing (Affirming Parallel Concepts) on reading fluency, as measured by words read per minute. Half of the participants received instruction on learning new songs to sing in class while simultaneously learning new sight words over a six-week period. The other eight students served as a control group and received standard reading instruction on learning new sight words. The experimental group incorporated movement into their singing by clapping their hands and thighs, stomping their feet, and moving around the classroom while singing. Students in the experimental group significantly improved their reading fluency (14% improvement) versus those students in the control group (5% improvement) over the six-week instruction period as measured by Fountas and Pinnell reading assessments.

scholarly journals EXPRESS: Lexicality Effects on Orthographic Learning in Beginning and Advanced Readers of Dutch: An Eye-tracking Study

2021 ◽  
pp. 174702182110474
Author(s):  
Sietske van Viersen ◽  
Athanasios Protopapas ◽  
George K. Georgiou ◽  
Rauno Parrila ◽  
Laoura Ziaka ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Reading Fluency ◽  
Low Frequency ◽  
Reading Skill ◽  
Learning Task ◽  
Learning Curves ◽  
Skill Level ◽  
Orthographic Knowledge ◽  
Advanced Readers ◽  
Orthographic Learning

Orthographic learning is the topic of many recent studies about reading, but much is still unknown about conditions that affect orthographic learning and their influence on reading fluency development over time. This study investigated lexicality effects on orthographic learning in beginning and relatively advanced readers of Dutch. Eye movements of 131 children in Grades 2 and 5 were monitored during an orthographic learning task. Children read sentences containing pseudowords or low-frequency real words that varied in number of exposures. We examined both offline learning outcomes (i.e., orthographic choice and spelling dictation) of target items and online gaze durations on target words. The results showed general effects of exposure, lexicality, and reading-skill level. Also, a two-way interaction was found between the number of exposures and lexicality when detailed orthographic representations were required, consistent with a larger overall effect of exposure on learning the spellings of pseudowords. Moreover, lexicality and reading-skill level were found to affect the learning rate across exposures based on a decrease in gaze durations, indicating a larger learning effect for pseudowords in Grade 5 children. Yet, further interactions between exposure and reading-skill level were not present, indicating largely similar learning curves for beginning and advanced readers. We concluded that the reading system of more advanced readers may cope somewhat better with words varying in lexicality, but is not more efficient than that of beginning readers in building up orthographic knowledge of specific words across repeated exposures. Keywords: Eye tracking, lexicality, literacy development, orthographic learning, reading fluency.

Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)

2021 ◽  
Vol 17 (1) ◽  
pp. 207
Author(s):  
Hasimah Ja’afar ◽  
Wan Mazlini Othman ◽  
Hema Vanita Kesevan ◽  
Budi M.S
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Rural Students ◽  
Computer Assisted ◽  
Single Subject ◽  
Word Decoding ◽  
Reading Accuracy

This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at   96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can  now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency.  The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent.   Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)

Skill Moderators of the Effects of a Reading Comprehension Intervention

2018 ◽  
Vol 85 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Nathan H. Clemens ◽  
Eric Oslund ◽  
Oi-man Kwok ◽  
Melissa Fogarty ◽  
Deborah Simmons ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Word Reading ◽  
Word Identification ◽  
Controlled Trial ◽  
Vocabulary Knowledge ◽  
Moderation Effect ◽  
Experimental Intervention

This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental intervention included components that targeted word reading, reading fluency, and vocabulary, we hypothesized that students with lower pretest performance in those skill domains would benefit more from the intervention compared to students with relatively stronger pretest performance or students who received school-implemented (business-as-usual) intervention. Results indicated that pretest word identification efficiency and vocabulary did not moderate the effects of the intervention; however, moderation effects were observed for pretest oral reading fluency such that reading comprehension gains of students with lower pretest fluency were greater in the experimental intervention compared to students with higher pretest fluency or in the comparison condition. Reasons for the moderation effect are discussed. Findings underscore the use of moderation analyses when evaluating multicomponent interventions.

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