Lexical quality and eye movements: Individual differences in the perceptual span of skilled adult readers

REFERENCES

• Andrews, S. (2008). Lexical expertise and reading skill. Psychology of Learning and Motivation, 49, 249–281.
   Web of Science ®Google Scholar
• Andrews, S. (2012). Individual differences in skilled visual word recognition and reading: The role of lexical quality. In J. Adelman (Ed.), Visual word recognition, (pp. 151–172). Hove: Psychology Press.
   Google Scholar
• Andrews, S., & Bond, R. (2009). Lexical expertise and reading skill: Bottom-up and top-down processing of lexical ambiguity. Reading & Writing: An Interdisciplinary Journal, 22, 687–711. doi: 10.1007/s11145-008-9137-7
   Web of Science ®Google Scholar
• Andrews, S., & Hersch, J. (2010). Lexical precision in skilled readers: Individual differences in masked neighbor priming. Journal of Experimental Psychology: General, 139, 299–318. doi: 10.1037/a0018366
   PubMed Web of Science ®Google Scholar
• Andrews, S., & Lo, S. (2012). Not all skilled readers have cracked the code: Individual differences in masked form priming. Journal of Experimental Psychology: Learning Memory and Cognition, 38, 152–163.
   PubMed Web of Science ®Google Scholar
• Andrews, S., & Lo, S. (2013). Is morphological priming stronger for transparent than opaque words? It depends on individual differences in spelling and vocabulary. Journal of Memory and Language, 68, 279–296. doi: 10.1016/j.jml.2012.12.001
   Web of Science ®Google Scholar
• Apel, J. K., Henderson, J. M., & Ferreira, F. (2012). Targeting regressions: Do readers pay attention to the left?. Psychonomic Bulletin & Review, 19, 1108–1113. doi: 10.3758/s13423-012-0291-1
   PubMed Web of Science ®Google Scholar
• Ashby, J., Rayner, K., & Clifton, C. (2005). Eye movements of highly skilled and average readers: Differential effects of frequency and predictability. Quarterly Journal of Experimental Psychology, 58, 1065–1086. doi: 10.1080/02724980443000476
   Web of Science ®Google Scholar
• Ashby, J., Yang, J., Evans, K. H. C., & Rayner, K. (2012). Eye movements and the perceptual span in silent and oral reading. Attention, Perception and Psychophysics, 74, 634–640. doi: 10.3758/s13414-012-0277-0
   PubMed Web of Science ®Google Scholar
• Baayen, R. H. (2011). languageR: Data sets and functions with “Analyzing Linguistic Data: A practical introduction to statistics”, (R package version 1.4) [Computer software], Retrieved from http://CRAN.R-project.org/package=languageR
   Google Scholar
• Baayen, R. H., Piepenbrock, R., & Van Rijn, H. (1993). The CELEX lexical database [CD-ROM]. Philadelphia, PA: University of Pennsylvania, Linguistic Data Consortium.
   Google Scholar
• Bates, D., Maechler, M., & Bolker, B. (2012). lme4: Linear mixed-effects models using S4 classes (R package version 0.999999-0) [Computer software], Retrieved from http://CRAN.R-project.org/packages=lme4
   Google Scholar
• Bélanger, N. N., Baum, S. R., & Mayberry, R. I. (2012). Reading difficulties in adult deaf readers of French: Phonological codes, not guilty!. Scientific Studies of Reading, 16, 263–285. doi: 10.1080/10888438.2011.568555
   Web of Science ®Google Scholar
• Bélanger, N. N., Slattery, T. J., Mayberry, R. I., & Rayner, K. (2012). Skilled deaf readers have an enhanced perceptual span in reading. Psychological Science, 23, 816–823. doi: 10.1177/0956797611435130
   PubMed Web of Science ®Google Scholar
• Brown, J. I., Fishco, V. V., & Hanna, G. (1993). Nelson–Denny Reading Test, Rolling Meadows, IL: Riverside Publishing Company.
   Google Scholar
• Burt, J. S., & Tate, H. (2002). Does a reading lexicon provide orthographic representations for spelling?. Journal of Memory and Language, 46, 518–543. doi: 10.1006/jmla.2001.2818
   Web of Science ®Google Scholar
• Carver, R. P. (1985). How good are some of the world's best readers?. Reading Research Quarterly, 20, 389–419. doi: 10.2307/747851
   Web of Science ®Google Scholar
• Cerella, J. (1985). Age-related decline in extrafoveal letter perception. Journal of Gerontology, 40, 727–736. doi: 10.1093/geronj/40.6.727
   PubMedGoogle Scholar
• Chace, K. H., Rayner, K., & Well, A. D. (2005). Eye movements and phonological parafoveal preview: Effects of reading skill. Canadian Journal of Experimental Psychology, 59, 209–217. doi: 10.1037/h0087476
   PubMed Web of Science ®Google Scholar
• Davis, C. J. (2005). N-Watch: A program for deriving neighborhood size and other psycholinguistic statistics. Behavior Research Methods, 37, 65–70. doi: 10.3758/BF03206399
   PubMed Web of Science ®Google Scholar
• Dye, M. W. G., & Bavelier, D. (2010). Attentional enhancements and deficits in deaf populations: An integrative review. Restorative Neurology and Neuroscience, 28, 181–192.
   PubMed Web of Science ®Google Scholar
• Dye, M. W. G., Hauser, P. C., & Bavelier, D. (2008). Visual skills and cross-modal plasticity in deaf readers: Possible implications for acquiring meaning from print. Annals of the New York Academy of Sciences, 1145, 71–82. doi: 10.1196/annals.1416.013
   PubMed Web of Science ®Google Scholar
• Engbert, R., Nuthmann, A., Richter, E. M., & Kliegl, R. (2005). SWIFT: A dynamical model of saccade generation during reading. Psychological Review, 112, 777–813. doi: 10.1037/0033-295X.112.4.777
   PubMed Web of Science ®Google Scholar
• Findlay, J. M., & Walker, R. (1999). How are saccades generated?. Behavioral and Brain Sciences, 22, 706–713. doi: 10.1017/S0140525X99552151
   Web of Science ®Google Scholar
• Forster, K. I., Davis, C. J., Schoknecht, C., & Carter, R. (1987). Masked priming with graphemically related forms: Repetition or partial activation?. The Quarterly Journal of Experimental Psychology, 39, 211–251. doi: 10.1080/14640748708401785
   Web of Science ®Google Scholar
• Frith, U. (1980). Unexpected spelling problems. In U. Frith (Ed.), Cognitive processes in spelling, (pp. 495–515). London: Academic Press.
   Google Scholar
• Häikiö, T., Bertram, R., Hyönä, J., & Niemi, P. (2009). Development of the letter identity span in reading: Evidence from the eye movement moving window paradigm. Journal of Experimental Child Psychology, 102, 167–181. doi: 10.1016/j.jecp.2008.04.002
   PubMed Web of Science ®Google Scholar
• Harris, M., & Moreno, C. (2004). Deaf children's use of phonological coding: Evidence from reading. Journal of Deaf Studies and Deaf Education, 9, 253–268. doi: 10.1093/deafed/enh016
   PubMedGoogle Scholar
• Henderson, J. M., & Ferreira, F. (1990). Effects of foveal processing difficulty on the perceptual span in reading: Implications for attention and eye movement control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 417–429.
   PubMed Web of Science ®Google Scholar
• Hersch, J., & Andrews, S. (2012). Lexical quality and reading skill: Bottom-up and top-down contributions to sentence processing. Scientific Studies of Reading, 16, 240–262. doi: 10.1080/10888438.2011.564244
   Web of Science ®Google Scholar
• Hohenstein, S. (2011). Function remef (REMove EFfects). (Version 0.6.6) [Computer software]. Retrieved from http://read.psych.uni-potsdam.de
   Google Scholar
• Hyönä, J., Lorch, R. F., & Kaakinen, J. K. (2002). Individual differences in reading to summarize expository text: Evidence from eye fixation patterns. Journal of Educational Psychology, 94, 44–55. doi: 10.1037/0022-0663.94.1.44
   Web of Science ®Google Scholar
• Inhoff, A. W., Pollatsek, A., Posner, M. I., & Rayner, K. (1989). Covert attention and eye movements during reading. The Quarterly Journal of Experimental Psychology, 41A, 63–89. doi: 10.1080/14640748908402353
   Web of Science ®Google Scholar
• Jared, D., Levy, B. A., & Rayner, K. (1999). The role of phonology in the activation of word meanings during reading: Evidence from proofreading and eye movements. Journal of Experimental Psychology: General, 128, 219–264. doi: 10.1037/0096-3445.128.3.219
   PubMed Web of Science ®Google Scholar
• Jordan, T., McGowan, V. A., & Paterson, K. B. (2013). What's left? An eye movement study of the influence of interword spaces to the left of fixation during reading. Psychonomic Bulletin & Review, 20, 551–557. doi: 10.3758/s13423-012-0372-1
   PubMed Web of Science ®Google Scholar
• Kuperman, V., & Van Dyke, J. A. (2011). Effects of individual differences in verbal skills on eye-movement patterns during sentence reading. Journal of Memory and Language, 65, 42–73. doi: 10.1016/j.jml.2011.03.002
   PubMed Web of Science ®Google Scholar
• Malmquist, E. (1958). Factors related to reading disabilities in the first grade of the elementary school, Stockholm: Malmquist & Wiskell.
   Google Scholar
• McConkie, G. W., & Rayner, K. (1975). The span of the effective stimulus during a fixation in reading. Perception & Psychophysics, 17, 578–586. doi: 10.3758/BF03203972
   Web of Science ®Google Scholar
• Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. B. GoughEhriL. C.TreimanR. (Ed.), Reading acquisition, (pp. 145–174). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. doi: 10.1080/10888430701530730
   Web of Science ®Google Scholar
• Perry, J. R., Lupker, S. J., & Davis, C. J. (2008). An evaluation of the interactive-activation model using masked partial-word priming. Language and Cognitive Processes, 23, 36–68. doi: 10.1080/01690960701578112
   Web of Science ®Google Scholar
• Pollatsek, A., Bolozky, S., Well, A. D., & Rayner, K. (1981). Asymmetries in the perceptual span for Israeli readers. Brain and Language, 14, 174–180. doi: 10.1016/0093-934X(81)90073-0
   PubMed Web of Science ®Google Scholar
• Pollatsek, A., & Rayner, K. (1982). Eye movement control in reading: The role of word boundaries. Journal of Experimental Psychology: Human Perception and Performance, 8, 817–833.
   Web of Science ®Google Scholar
• R Development Core Team (2011). R: A language and environment for statistical computing, Vienna, Austria: R Foundation for Statistical Computing. Retrieved from http://www.R-project.org/
   Google Scholar
• Radach, R., & Kennedy, A. (2013). Eye movements in reading: Some theoretical context. Quarterly Journal of Experimental Psychology, 66, 429–452. doi: 10.1080/17470218.2012.750676
   PubMed Web of Science ®Google Scholar
• Rayner, K. (1986). Eye movements and the perceptual span in beginning and skilled readers. Journal of Experimental Child Psychology, 41, 211–236. doi: 10.1016/0022-0965(86)90037-8
   PubMed Web of Science ®Google Scholar
• Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology, 62, 1457–1506. doi: 10.1080/17470210902816461
   PubMed Web of Science ®Google Scholar
• Rayner, K., Castelhano, M. S., & Yang, J. (2009). Eye movements and the perceptual span in older and younger readers. Psychology and Aging, 24, 755–760. doi: 10.1037/a0014300
   PubMed Web of Science ®Google Scholar
• Rayner, K., Fischer, M. H., & Pollatsek, A. (1998). Unspaced text interferes with both word identification and eye movement control. Vision Research, 38, 1129–1144. doi: 10.1016/S0042-6989(97)00274-5
   PubMed Web of Science ®Google Scholar
• Rayner, K., Slattery, T. J., & Bélanger, N. N. (2010). Eye movements, the perceptual span, and reading speed. Psychonomic Bulletin & Review, 17, 834–839. doi: 10.3758/PBR.17.6.834
   PubMed Web of Science ®Google Scholar
• Rayner, K., Well, A. D., & Pollatsek, A. (1980). Asymmetry of the effective visual field in reading. Perception & Psychophysics, 27, 537–544. doi: 10.3758/BF03198682
   PubMed Web of Science ®Google Scholar
• Reichle, E. D., Rayner, K., & Pollatsek, A. (2003). The E-Z Reader model of eye-movement control in reading: Comparisons to other models. Behavioral and Brain Sciences, 26, 445–526. doi: 10.1017/S0140525X03000104
   PubMed Web of Science ®Google Scholar
• Reichle, E. D., Warren, T., & McConnell, K. (2009). Using E-Z Reader to model the effects of higher level language processing on eye movements during reading. Psychonomic Bulletin and Review, 16, 1–21. doi: 10.3758/PBR.16.1.1
   PubMed Web of Science ®Google Scholar
• Schad, D. J., & Engbert, R. (2012). The zoom lens of attention: Simulating shuffled versus normal text reading using the SWIFT model. Visual Cognition, 20(4–5), 391–421. doi: 10.1080/13506285.2012.670143
   PubMed Web of Science ®Google Scholar
• Schotter, E. R., Angele, B., & Rayner, K. (2012). Parafoveal processing in reading. Attention, Perception and Psychophysics, 74, 5–35. doi: 10.3758/s13414-011-0219-2
   PubMed Web of Science ®Google Scholar
• Slattery, T. J., Pollatsek, A., & Rayner, K. (2007). The effect of the frequencies of three consecutive content words on eye movements during reading. Memory and Cognition, 35, 1283–1292. doi: 10.3758/BF03193601
   PubMed Web of Science ®Google Scholar
• Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers, New York, NY: Guilford Press.
   Google Scholar
• Underwood, N. R., & Zola, D. (1986). The span of letter recognition of good and poor readers. Reading Research Quarterly, 21, 6–19. doi: 10.2307/747956
   Web of Science ®Google Scholar
• Venables, W. N., & Ripley, B. D. (2002). Modern applied statistics with S (4th ed.). New York, NY: Springer.
   Google Scholar
• Wickham, H. (2009). ggplot2: Elegant graphics for data analysis, New York, NY: Springer.
   Google Scholar
• Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415–438. doi: 10.1037/0022-0663.91.3.415
   Web of Science ®Google Scholar
• Wotschack, C., & Kliegl, R. (2013). Reading strategy modulates parafoveal-on-foveal effects in sentence reading. The Quarterly Journal of Experimental Psychology, 66, 548–562. doi: 10.1080/17470218.2011.625094
   PubMed Web of Science ®Google Scholar