Sublexical Effects on Eye Movements During Repeated Reading of Words and Pseudowords in Finnish

• Authors: Jarkko Hautala , Jukka Hyönä , Mikko Aro , Heikki Lyytinen
• Languages of publication: EN

Abstracts

EN

The role of different orthographic units (letters, syllables, words) in reading of orthographically transparent Finnish language was studied by independently manipulating the number of letters (NoL) and syllables (NoS) in words and pseudowords and by recording eye movements during repeated reading aloud of these items. Fluent adult readers showed evidence for using larger orthographic units in (pseudo)word recoding, whereas dysfluent children seem to be stuck in a letter-based decoding strategy, as lexicality and item repetition decreased the NoL effect only among adult readers. The NoS manipulation produced weak repetition effects in both groups. However, dysfluent children showed evidence for word-specific knowledge by making fewer fixations on words than pseudowords; moreover, repetition effects were more noticeable for words than pseudowords, as indexed by shortened average fixation durations on words due to item repetition. The number of fixations was generally reduced by repetition among dysfluent children, suggesting familiarity-based benefits perhaps at the perceptual level of processing.

Keywords

EN

eye movements; word recognition; word length; number of syllables; reading ability

• Publisher: Sciendo
• Journal: Psychology of Language and Communication
• Year: 2011
• Volume: 15
• Issue: 2
• Pages: 129-149

Dates

published

2011-01-01

online

2012-01-03

Contributors

author

Jarkko Hautala

• University of Jyväskylä

author

Jukka Hyönä

• University of Turku

author

Mikko Aro

• University of Jyväskylä

author

Heikki Lyytinen

• University of Jyväskylä

References

• Álvarez, C.J., Carreiras, M., & Perea, M. (2004). Are syllables phonological units in visual word recognition? Language and Cognitive Processes, 19, 427-452.[Crossref]
• Ashby J., & Rayner, K. (2004). Representing syllable information during silent reading: Evidence from eye movements. Language and Cognitive Processes, 19, 321-471.
• Berends, I.E., & Reitsma, P. (2006). Remediation of fluency: Word specific or generalized training effects? Reading and Writing, 19, 221-234.[Crossref]
• Bergman, C., Martelli, M., Burani, C., Pelli, D.G., & Zoccolotti, P. (2006). How the word length effect develops with age. Paper presented at the meeting of the Vision Sciences Society, Sarasota, FL. Journal of Vision, 6(6). Abstract from: http://journalofvision.org/6/6/
• Bertram, R., & Hyönä, J. (2003). The length of a complex word modifies the role of morphological structure: Evidence from eye movements when reading short and long Finnish compounds. Journal of Memory and Language, 48, 615-634.[Crossref]
• Calvo, M.G., & Meseguer, E. (2002). Eye movements and processing stages in reading: relative contribution of visual, lexical, and contextual factors. The Spanish Journal of Psychology, 5, 66-77.
• Chard, D.J., Vaughn, S., & Tyler, B-J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Reading Disabilities, 35, 386-406.
• Coltheart, M., Rastle, K, Perry, C., Langdon, R., & Ziegler, J.C. (2001). DRC: A dual-route cascaded model of visual word recognition and reading aloud. Psychological Review, 1008, 204-256.
• De Luca, M., Borrelli, M., Judica, A., Spinelli, D., & Zoccolotti, P. (2002). Reading words and pseudowords: An eye movement study of developmental dyslexia. Brain and Language, 80, 617-626.[Crossref]
• De Luca, M., Di Pace, E., Judica, A., Spinelli, D., & Zoccolottia, P. (1999). Eye movement patterns in linguistic and non-linguistic tasks in developmental surface dyslexia. Neuropsychologia, 37, 1407-1420.[Crossref][PubMed]
• Duncan, L.G., Seymour, P.H. K., & Hill, S. (2000). A small-to-large unit progression in metaphonological awareness and reading? The Quarterly Journal of Experimental Psychology, 53A, 1081-1104.[Crossref]
• Di Filippo, G., de Luca, M., Judica, A., Spinelli, D., & Zoccolotti, P. (2006). Lexicality and stimulus length effects in Italian dyslexics: Role of the overadditivity effect. Child Neuropsychology, 12, 141-149.[Crossref]
• Dykes, J.R., & Pascal, V. (1981). The effect of stimulus probability on the perceptual processing of letters. Journal of Experimental Psychology: Human Perception & Performance, 7, 528-537.
• Ehri, L.C. (2005). Learning to read words: Theory, findings and issues. Scientific Studies of Reading, 9, 167-188.[Crossref]
• Ehri, L.C., & Robbins, C. (1992). Beginners need some decoding skill to read words by analogy. Reading Research Quarterly, 27, 13-26.
• Ehri, L.C., & Saltmarsh, J. (1995). Beginning readers outperform older disabled readers in learning to read words by sight. Reading and Writing, 7, 295-326.[Crossref]
• Ferrand, L. (2000). Reading aloud polysyllabic words and pseudowords: The syllabic length effect reexamined. Psychonomic Bulletin and Review, 7, 142-148.[Crossref]
• Ferrand, L., & New, B. (2003). Syllabic length effects in visual word recognition and naming. Acta Psychologica, 113, 167-183.[PubMed][Crossref]
• Frederiksen, J.R., & Kroll, J.F. (1976). Spelling and sound: Approaches to the internal lexicon. Journal of Experimental Psychology: Human Perception and Performance. 2, 361-379.[Crossref]
• Gilbert, C.D., Sigman, M., Crist, R.E. (2001). The neural basis of perceptual learning. Neuron, 31, 681-697.[PubMed][Crossref]
• Hawelka, S., Gagl, B., & Wimmer, H. (2010). A dual-route perspective on eye movements of dyslexic readers. Cognition, 3, 367-379.[Crossref]
• Hayes, M., Masterson, J., & Roberts, M.J. (2004). Improvement in reading speed in an adult with developmental dyslexia of the ‘mixed’ type. Neuropsychological Rehabilitation, 14, 365-382.[Crossref]
• Hintikka, S., Landerl, K., Aro, M., & Lyytinen, H. (2008). Training reading fluency: Is it important to practice reading aloud and is generalization possible? Annals of Dyslexia, 58, 59-79.[Crossref]
• Huemer, S., Aro, M., Landerl. K., & Lyytinen, H. (2010). Repeated reading of syllables among Finnish-speaking children with poor reading skills. Scientific Studied of Reading, 14, 317-341.
• Huemer, S., Landerl, K., Aro, M., & Lyytinen, H. (2008). Training reading fluency among poor readers of German: Many ways to the goal. Annals of Dyslexia, 58, 115-137.[Crossref]
• Hutzler, F., & Wimmer, H. (2003). Eye movements of dyslexic children when reading in a regular orthography. Brain and Language, 89, 235-242.
• Hutzler, F., Conrad, M., & Jacobs, A.M. (2005). Effects of syllable-frequency in lexical decision and naming: An eye-movement study. Brain and Language, 92, 138-152.[Crossref]
• Hyönä, J., & Niemi, P. (1990). Eye movements during repeated reading of a text. Acta Psychologica, 73, 259-280.[Crossref][PubMed]
• Hyönä, J., & Olson, R.K. (1995). Eye fixation patterns among dyslexic and normal readers: Effects of word length and word frequency. Journal of Experimental Psychology: Learning, Memory and Cognition, 21, 1430-40.
• Häyrinen, T., Serenius-Sirve, S., & Korkman, M. (1999) Lukilasse [Lukilasse - test battery for screening reading, spelling, and arithmetics]. Helsinki: Psykologien Kustannus.
• Jared, D., & Seidenberg, M.S. (1990). Naming multisyllabic words. Journal of Experimental Psychology: Human Perception and Performance, 16, 92-105.[Crossref]
• Joseph, H.S.S.L., Liversedge, S.P., Blythe, H.I., White, S.J., & Rayner, K. (2009). Word length and landing position effects during reading in children and adults. Vision Research, 49, 2078-2086.[Crossref][PubMed]
• Judica, A., De Luca, M., Spinelli, D., & Zoccolotti, P. (2002). Training of developmental surface dyslexia improves reading performance and shortens eye fixation duration in reading. Neuropsychological Rehabilitation, 12, 177-197.[Crossref]
• Just, M.A., & Carpenter, P.A. (1980). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122-149.
• Laberge, D., & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.[Crossref]
• Leinonen, S., Müller, K., Leppänen, P.H.T., Aro, M., Ahonen, T., & Lyytinen, H. (2004). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing, 14, 165-296.
• Katz, L., Lee, C.H., Tabor, W., Frost, S.J. & Mencl, W.E., Sandak, R., Rueckl, J., & Pugh, K. R. (2005). Behavioral and neurobiological effects of printed word repetition in lexical decision and naming, Neuropsychologia, 43, 2068-2083.[PubMed][Crossref]
• Kliegl, R., Grabner, E., Rolfs, M., & Engbert, R. (2004). Length, frequency, and predictability effects of words on eye movements in reading. European Journal of Cognitive Psychology, 16, 262-284.[Crossref]
• Kotimaisten kielten tutkimuskeskus. [Research Institute for the Languages of Finland]. (2007). Kirjoitetun suomen kielen sanojen taajuuksia. [Frequencies of written Finnish words]. Retrieved from:
• Macizo, P., & Van Petten, C. (2007). Syllable frequency in lexical decision and naming of English words. Reading and Writing, 20, 295-331.[Crossref]
• MacKeben, M., Trauzettel-Klosinski, S., Reinhard, J., Dürrwächter, U., Adler, M., & Klosinski, G. (2004). Eye movement control during single-word reading in dyslexics. Journal of Vision, 4, 388-402.
• Maloney, E., Risko, E.F., O'Malley, S. & Besner, D. (2009). Tracking the transition from sublexical to lexical processing: On the creation of orthographic and phonological lexical representations. Quarterly Journal of Experimental Psychology, 62, 858-867.[Crossref]
• Marsh, G., Friedman, M., Desberg, P., & Saterdahl, K. (1981a). Comparison of reading and spelling strategies in normal and reading disabled children. In M.P. Friedman, J.P. Das & N. O'Connor (Eds.), Intelligence and learning (pp. 363-367). New York: Plenum.
• Marsh, G., Friedman, M., Welch, V., & Desberg, P. (1981b). A cognitive developmental theory of reading acquisition. In G. E. Mackinnon & T. G. Waller (Eds.), Reading research: Advances in theory and practice. Vol. 3 (pp. 199-221). New York: Academic Press.
• Marinus, E., & de Jong, P.F. (2008). The use of sublexical clusters in normal and dyslexic readers. Scientific Studies of Reading, 12, 253-280.[Crossref]
• Martens, V.E.G., & de Jong, P.F. (2006). The effect of word length on lexical decision in dyslexic and normal reading children. Brain and Language, 98, 140-149.[Crossref]
• Martens, V.E.G., & de Jong, P.F. (2008). Effects of repeated reading on the length effect in word and pseudoword reading. Journal of Research in Reading, 31, 40-54.[Crossref]
• New, B., Ferrand, L., Pallier, C., & Brysbaert, M. (2006). Reexamining the word length effect in visual word recognition: New evidence from the English Lexicon Project. Psychonomic Bulletin & Review, 13, 45-52.[PubMed][Crossref]
• Nazir, T.A., Ben-Boutayab, N., Decoppet, N., Deutsch, A., & Frost, R. (2004). Reading habits, perceptual learning, and recognition of printed words. Brain and Language, 88, 294-311.[Crossref]
• Paap, K.R., Noel, R.W., & Johansen, L.S. (1992). Dual-route models of print to sound: red herrings and real horses. In R. Frost & L. Katz (Eds.). Orthography, phonology, morphology, and meaning (pp. 293-318). Amsterdam: Elsevier.
• Rastle, K., & Coltheart, M. (1999). Serial and strategic effects in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 25, 482-503.[Crossref]
• Raney, G.E., & Rayner, K. (1995). Word frequency effects and eye movements during two readings of a text. Canadian Journal of Experimental Psychology, 49, 151-173.[Crossref]
• Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124, 372-422.
• Rayner, K., Sereno, S.C., & Raney, G.E. (1996). Eye movement control in reading: A comparison of two types of models. Journal of Experimental Psychology: Human Perception and Performance, 22, 1188-1200.[Crossref]
• Reichle, E.D., Vanyukov, P.M., Laurent, P.A., Tessa Warren, T. (2008). Serial or parallel? Using depth-of-processing to examine attention allocation during reading. Vision Research, 48, 1831-1836.[Crossref][PubMed]
• Reitsma, P. (1983). Printed word learning in beginning readers. Journal of Experimental Child Psychology, 36, 321-339.[Crossref]
• Risko, E.F., Stolz, J.A., & Besner, D. (2010). Basic processes in reading: On the relation between spatial attention and familiarity. Language and Cognitive Processes. First published on: 14 April 2010 (iFirst).
• Salthouse, T.A., & Hedden, T. (2002). Interpreting reaction time measures in betweengroup comparisons. Journal of Clinical and Experimental Neuropsychology, 24, 858-872.[Crossref]
• Share, D.L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.[PubMed][Crossref]
• Share, D.L. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72, 95-129.[Crossref]
• Share, D.L. (2004). Orthographic learning at a glance: On the time course and developmental onset of self-teaching. Journal of Experimental Child, 87(4), 267-298.
• Seymour, P.H.K., Aro, M., & Erskine, J. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.[Crossref]
• Suomi, K., Toivanen, J., & Ylitalo, R. (2003). Durational and tonal correlates of accent in Finnish. Journal of Phonetics, 31, 113-138.[Crossref]
• Spinelli, D., De Luca, M., Di Filippo, G., Mancini, M., Martelli, M., & Zoccolotti, P. (2005). Length effect in word naming in reading: Role of reading experience and reading deficit in Italian readers. Developmental Neuropsychology, 27, 217-235.[PubMed][Crossref]
• Stenneken, P., Conrad, M., & Jacobs, A.M. (2007). Processing of syllables in production and recognition tasks. Journal of Psycholinguistic Research, 36, 65-78.[Crossref]
• Thaler, V., Urton, K., Heine, A., Hawelka, S., Engl, V., & Jacobs, A. (2009). Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading. Neuropsychologia, 47, 2436-2445.[PubMed][Crossref]
• Trauzettel-Klosinski, S., Koitzsch, A.M., Dürrwächter, U., Sokolov, A.N., Reinhard, J., & Klosinski, G. (2009). Eye movements in German-speaking children with and without dyslexia when reading aloud. Acta Ophthalmologica [On-Line], Available:
• Tunmer, W. E., & Hoover, W. A. (1993). Phonological recoding skill and beginning reading. Reading and Writing, 5, 161-179.[Crossref]
• Weekes, B.S. (1997). Differential effects of number of letters on word and pseudoword naming latency. Quarterly Journal of Experimental Psychology, 50A, 439-456.
• Ziegler, J.C. Perry, C, Jacobs, A. M., & Braun, M. (2001). Identical words are read differently in different languages. Psychological Science, 12, 379-384.[PubMed][Crossref]
• Ziegler, J.C., Perry, C., Ma-Wyatt, A, Ladner, D., & Schulte-Körne, G. (2003). Developmental dyslexia in different languages: Language-specific or universal? Journal Experimental Child Psychology, 86, 169-193.[Crossref]
• Zoccolotti, P., De Luca, M., Di Pace, E., Gasperini, F. Judica, A., & Spinelli, D. (2005). Word length effect in early reading and developmental dyslexia. Brain and Language, 93, 369-373.[Crossref]

Identifiers

DOI

10.2478/v10057-011-0009-x