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Scientific Studies of Reading Volume 18, 2014 - Issue 3
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Research Report

The Transition From Sublexical to Lexical Processing in a Consistent Orthography: An Eye-Tracking Study

Anne K. RauUniversity of TuebingenCorrespondence[email protected]
,
Korbinian MoellerKnowledge Media Research Center Tuebingen, Germany
&
Karin LanderlUniversity of Graz
Pages 224-233 | Published online: 07 Dec 2013

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Rachid Khelifi, Laurent Sparrow & Séverine Casalis. (2019) Is a Frequency Effect Observed in Eye Movements During Text Reading? A Comparison Between Developing and Expert Readers. Scientific Studies of Reading 23:4, pages 334-347.
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Heike Mehlhase, Sarolta Bakos, Karin Landerl, Gerd Schulte-Körne & Kristina Moll. (2019) Orthographic learning in children with isolated and combined reading and spelling deficits. Child Neuropsychology 25:3, pages 370-393.
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Melanie Gangl, Kristina Moll, Manon W. Jones, Chiara Banfi, Gerd Schulte-Körne & Karin Landerl. (2018) Lexical Reading in Dysfluent Readers of German. Scientific Studies of Reading 22:1, pages 24-40.
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Elinor Saiegh-Haddad & Rachel Schiff. (2016) The Impact of Diglossia on Voweled and Unvoweled Word Reading in Arabic: A Developmental Study From Childhood to Adolescence. Scientific Studies of Reading 20:4, pages 311-324.
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Anne K. Rau, Kristina Moll, Korbinian Moeller, Stefan Huber, Margaret J. Snowling & Karin Landerl. (2016) Same Same, but Different: Word and Sentence Reading in German and English. Scientific Studies of Reading 20:3, pages 203-219.
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Sascha Schroeder, Jukka Hyönä & Simon P. Liversedge. (2015) Developmental eye-tracking research in reading: Introduction to the special issue. Journal of Cognitive Psychology 27:5, pages 500-510.
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Christina Marx, Stefan Hawelka, Sarah Schuster & Florian Hutzler. (2015) An incremental boundary study on parafoveal preprocessing in children reading aloud: Parafoveal masks overestimate the preview benefit. Journal of Cognitive Psychology 27:5, pages 549-561.
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Benjamin Gagl, Stefan Hawelka & Heinz Wimmer. (2015) On Sources of the Word Length Effect in Young Readers. Scientific Studies of Reading 19:4, pages 289-306.
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Articles from other publishers (37)

Jarkko Hautala, Stefan Hawelka & Miia Ronimus. (2024) An eye movement study on the mechanisms of reading fluency development. Cognitive Development 69, pages 101395.
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Andrea Strandberg, Mattias Nilsson, Per Östberg & Gustaf Öqvist Seimyr. (2023) Eye movements are stable predictors of word reading ability in young readers. Frontiers in Education 8.
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Julia Justino & Régine Kolinsky. (2023) Eye movements during reading in beginning and skilled readers: Impact of reading level or physiological maturation?. Acta Psychologica 236, pages 103927.
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Viktoria Jöbstl, Anna F. Steiner, Pia Deimann, Ursula Kastner-Koller & Karin Landerl. (2023) A-B-3—Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?. PLOS ONE 18:5, pages e0285437.
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Antonio Iniesta, María Teresa Bajo, Marta Rivera & Daniela Paolieri. (2022) Transfer effects from language processing to visual attention dynamics: The impact of orthographic transparency. British Journal of Psychology 114:1, pages 86-111.
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Nan Jiang & Xuesong Wu. (2022) Orthographic Priming in Second‐Language Visual Word Recognition. Language Learning 72:3, pages 625-645.
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Jana Hasenäcker & Sascha Schroeder. (2022) Specific predictors of length and frequency effects in German beginning readers: testing component processes of sublexical and lexical reading in the DRC. Reading and Writing 35:7, pages 1627-1650.
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Astrid Haase & Claudia Steinbrink. (2022) Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary. Reading and Writing 35:7, pages 1675-1709.
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Antonina N. Laposhina, Maria Yu. Lebedeva & Alexandra A. Berlin Khenis. (2022) Word frequency and text complexity: an eye-tracking study of young Russian readers. Russian Journal of Linguistics 26:2, pages 493-514.
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Sietske van Viersen, Athanassios Protopapas, George K Georgiou, Rauno Parrila, Laoura Ziaka & Peter F de Jong. (2021) Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study. Quarterly Journal of Experimental Psychology 75:6, pages 1135-1154.
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Nan Jiang & Lijuan Feng. (2022) Analytic visual word recognition among Chinese L2 learners. Foreign Language Annals 55:2, pages 540-558.
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Carmen Hevia-Tuero, Sara Incera & Paz Suárez-Coalla. (2022) Influences of First and Second Language Phonology on Spanish Children Learning to Read in English. Frontiers in Psychology 13.
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Jarkko Hautala, Stefan Hawelka & Mikko Aro. (2021) Dual-stage and dual-deficit? Word recognition processes during text reading across the reading fluency continuum. Reading and Writing 35:3, pages 663-686.
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Daniel R. Espinas, Min Wang & Yixun Li. 2022. Research Anthology on Bilingual and Multilingual Education. Research Anthology on Bilingual and Multilingual Education 136 160 .
Sabrina Gerth & Julia Festman. (2021) Reading Development, Word Length and Frequency Effects: An Eye-Tracking Study with Slow and Fast Readers. Frontiers in Communication 6.
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Daniel Schmidtke, Julie A. Van Dyke & Victor Kuperman. (2020) CompLex: an eye-movement database of compound word reading in English. Behavior Research Methods 53:1, pages 59-77.
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Brennan R Payne, Kara D Federmeier & Elizabeth AL Stine-Morrow. (2020) Literacy skill and intra-individual variability in eye-fixation durations during reading: Evidence from a diverse community-based adult sample. Quarterly Journal of Experimental Psychology 73:11, pages 1841-1861.
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NAN JIANG, FENGYUN HOU & XIN JIANG. (2020) Analytic Versus Holistic Recognition of Chinese Words Among L2 Learners. The Modern Language Journal 104:3, pages 567-580.
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Heike Mehlhase, Sarolta Bakos, Jürgen Bartling, Gerd Schulte-Körne & Kristina Moll. (2020) Word processing deficits in children with isolated and combined reading and spelling deficits: An ERP-study. Brain Research 1738, pages 146811.
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A. A. Korneev, E. Yu. Matveeva & T. V. Akhutina. (2020) Eye Movements in Primary Schoolchildren with Different Levels of Reading Skills. Human Physiology 46:3, pages 235-243.
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Sebastian P. Korinth, Kerstin Gerstenberger & Christian J. Fiebach. (2020) Wider Letter-Spacing Facilitates Word Processing but Impairs Reading Rates of Fast Readers. Frontiers in Psychology 11.
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George K. Georgiou, Minna Torppa, Karin Landerl, Alain Desrochers, George Manolitsis, Peter F. de Jong & Rauno Parrila. (2019) Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?. Child Development 91:2.
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Daniel R. Espinas, Min Wang & Yixun Li. 2020. Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms 82 106 .
Chi Yui Leung, Hitoshi Mikami & Lisa Yoshikawa. (2019) Positive Psychology Broadens Readers’ Attentional Scope During L2 Reading: Evidence From Eye Movements. Frontiers in Psychology 10.
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Gordana Keresteš, Irma Brkovic, Linda S. Siegel, Tomas Tjus & Erland Hjelmquist. (2019) Literacy development beyond early schooling: a 4-year follow-up study of Croatian. Reading and Writing 32:8, pages 1955-1988.
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Malin Wass, Teresa Y. C. Ching, Linda Cupples, Hua-Chen Wang, Björn Lyxell, Louise Martin, Laura Button, Miriam Gunnourie, Isabelle Boisvert, Catherine McMahon & Anne Castles. (2019) Orthographic Learning in Children Who Are Deaf or Hard of Hearing. Language, Speech, and Hearing Services in Schools 50:1, pages 99-112.
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Natalia V. Rakhlin, Catalina Mourgues, Cláudia Cardoso-Martins, Alexander N. Kornev & Elena L. Grigorenko. (2019) Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography. Contemporary Educational Psychology 56, pages 250-261.
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Melanie Gangl, Kristina Moll, Chiara Banfi, Stefan Huber, Gerd Schulte-Körne & Karin Landerl. (2018) Reading strategies of good and poor readers of German with different spelling abilities. Journal of Experimental Child Psychology 174, pages 150-169.
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Victoria S. Henbest & Kenn Apel. (2018) Orthographic Fast-Mapping Across Time in 5- and 6-Year-Old Children. Journal of Speech, Language, and Hearing Research 61:8, pages 2015-2027.
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Karin Landerl. 2017. Learning to Read across Languages and Writing Systems. Learning to Read across Languages and Writing Systems.
Anke Treutlein, Hermann Schöler & Karin Landerl. (2017) Recoding strategies of German learners of English as a foreign language. Reading and Writing 30:6, pages 1215-1230.
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Magdalena Krieber, Katrin D. Bartl-Pokorny, Florian B. Pokorny, Dajie Zhang, Karin Landerl, Christof Körner, Franz Pernkopf, Thomas Pock, Christa Einspieler & Peter B. Marschik. (2017) Eye Movements during Silent and Oral Reading in a Regular Orthography: Basic Characteristics and Correlations with Childhood Cognitive Abilities and Adolescent Reading Skills. PLOS ONE 12:2, pages e0170986.
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Susana Silva, Alexandra Reis, Luís Casaca, Karl M. Petersson & Luís Faísca. (2016) When the Eyes No Longer Lead: Familiarity and Length Effects on Eye-Voice Span. Frontiers in Psychology 7.
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Christina Marx, Florian Hutzler, Sarah Schuster & Stefan Hawelka. (2016) On the Development of Parafoveal Preprocessing: Evidence from the Incremental Boundary Paradigm. Frontiers in Psychology 7.
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Simon P. Tiffin-Richards & Sascha Schroeder. (2015) Word length and frequency effects on children’s eye movements during silent reading. Vision Research 113, pages 33-43.
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Anne K. Rau, Kristina Moll, Margaret J. Snowling & Karin Landerl. (2015) Effects of orthographic consistency on eye movement behavior: German and English children and adults process the same words differently. Journal of Experimental Child Psychology 130, pages 92-105.
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Benjamin Gagl, Stefan Hawelka & Florian Hutzler. (2014) A similar correction mechanism in slow and fluent readers after suboptimal landing positions. Frontiers in Human Neuroscience 8.
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