Joint effects of individual reading skills and word properties on Chinese children's eye movements during sentence reading.
Journal
Scientific reports
ISSN: 2045-2322
Titre abrégé: Sci Rep
Pays: England
ID NLM: 101563288
Informations de publication
Date de publication:
07 09 2023
07 09 2023
Historique:
received:
07
02
2023
accepted:
21
08
2023
medline:
11
9
2023
pubmed:
8
9
2023
entrez:
7
9
2023
Statut:
epublish
Résumé
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.
Identifiants
pubmed: 37679436
doi: 10.1038/s41598-023-41041-4
pii: 10.1038/s41598-023-41041-4
pmc: PMC10485247
doi:
Types de publication
Journal Article
Research Support, U.S. Gov't, Non-P.H.S.
Langues
eng
Sous-ensembles de citation
IM
Pagination
14754Informations de copyright
© 2023. Springer Nature Limited.
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