Joint effects of individual reading skills and word properties on Chinese children’s eye movements during sentence reading
Abstract Word recognition during the reading of continuous text has received much attention. While a large body of research has investigated how linguistic properties of words affect eye movements during reading, it remains to be established how individual differences in reading skills affect moment...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Nature Portfolio
2023-09-01
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| Series: | Scientific Reports |
| Online Access: | https://doi.org/10.1038/s41598-023-41041-4 |
| _version_ | 1797559545561612288 |
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| author | Ming Yan Jinger Pan |
| author_facet | Ming Yan Jinger Pan |
| author_sort | Ming Yan |
| collection | DOAJ |
| description | Abstract Word recognition during the reading of continuous text has received much attention. While a large body of research has investigated how linguistic properties of words affect eye movements during reading, it remains to be established how individual differences in reading skills affect momentary cognitive processes during sentence reading among typically developing Chinese readers. The present study set out to test the joint influences of word properties and individual reading skills on eye movements during reading among Chinese children. We recorded eye movements of 30 grade 3 (G3) children and 27 grade 5 (G5) children when they read sentences silently for comprehension. Predictors of linear mixed models included word frequency, visual complexity, and launch site distance, in addition to the participants’ offline psychometric performances in rapid naming, morphological awareness, word segmenting, and character recognition. The results showed that word properties affected word recognition during sentence reading in both G3 and G5 children. Moreover, word segmenting predicted the G3 children’s fixation durations and the G5 children’s fixation location, whereas rapid naming predicted the G5 children’s fixation duration. Implications are discussed based on the current findings, in light of how different literacy skills contribute to reading development. |
| first_indexed | 2024-03-10T17:46:55Z |
| format | Article |
| id | doaj.art-6a10be99143142699188d38daeb679fd |
| institution | Directory Open Access Journal |
| issn | 2045-2322 |
| language | English |
| last_indexed | 2024-03-10T17:46:55Z |
| publishDate | 2023-09-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Reports |
| spelling | doaj.art-6a10be99143142699188d38daeb679fd2023-11-20T09:29:58ZengNature PortfolioScientific Reports2045-23222023-09-0113111010.1038/s41598-023-41041-4Joint effects of individual reading skills and word properties on Chinese children’s eye movements during sentence readingMing Yan0Jinger Pan1Department of Psychology, University of MacauDepartment of Psychology, The Education University of Hong KongAbstract Word recognition during the reading of continuous text has received much attention. While a large body of research has investigated how linguistic properties of words affect eye movements during reading, it remains to be established how individual differences in reading skills affect momentary cognitive processes during sentence reading among typically developing Chinese readers. The present study set out to test the joint influences of word properties and individual reading skills on eye movements during reading among Chinese children. We recorded eye movements of 30 grade 3 (G3) children and 27 grade 5 (G5) children when they read sentences silently for comprehension. Predictors of linear mixed models included word frequency, visual complexity, and launch site distance, in addition to the participants’ offline psychometric performances in rapid naming, morphological awareness, word segmenting, and character recognition. The results showed that word properties affected word recognition during sentence reading in both G3 and G5 children. Moreover, word segmenting predicted the G3 children’s fixation durations and the G5 children’s fixation location, whereas rapid naming predicted the G5 children’s fixation duration. Implications are discussed based on the current findings, in light of how different literacy skills contribute to reading development.https://doi.org/10.1038/s41598-023-41041-4 |
| spellingShingle | Ming Yan Jinger Pan Joint effects of individual reading skills and word properties on Chinese children’s eye movements during sentence reading Scientific Reports |
| title | Joint effects of individual reading skills and word properties on Chinese children’s eye movements during sentence reading |
| title_full | Joint effects of individual reading skills and word properties on Chinese children’s eye movements during sentence reading |
| title_fullStr | Joint effects of individual reading skills and word properties on Chinese children’s eye movements during sentence reading |
| title_full_unstemmed | Joint effects of individual reading skills and word properties on Chinese children’s eye movements during sentence reading |
| title_short | Joint effects of individual reading skills and word properties on Chinese children’s eye movements during sentence reading |
| title_sort | joint effects of individual reading skills and word properties on chinese children s eye movements during sentence reading |
| url | https://doi.org/10.1038/s41598-023-41041-4 |
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