Children’s Eye Movements during Reading (стр. 7 )

Fourth, one very informative development in the field would be for eye movement studies with children to narrow the gap with the literature on literacy development based on studies that have used off-line methods. There are many theoretical models of reading development that have resulted from off-line research (see Ehri, 2005 for a review). We believe that, compared to off-line studies, eye movement data will offer a more detailed understanding of the changes in cognitive processing that underlie the progression from beginning to skilled reader and such data will be extremely informative with respect to models of reading development. For example, there are developmental changes in the extent to which children use letter, syllable, and word representations as the access units in lexical identification; this varies across languages, and is thought to reflect fundamental characteristics of the structure of the adult mental lexicon – psycholinguistic grain size theory (Ziegler & Goswami, 2005). The sensitivity of eye movement behaviour to cognitive processing during reading would make eye movement recordings an ideal method with which to investigate such issues.

Finally, as discussed in Section 2.1, recent work has shown that artificial learning agents can, with relatively few and simple constraints, develop eye movement behaviour resembling that of skilled adult readers. In our view, the next step will be for the increasingly large body of children’s data to be incorporated into the existing computational models of eye movements during reading (e. g., the , Engbert et al., 2002; Engbert et al., 2005,; the E-Z Reader model, Pollatsek et al., 2006; Reichle et al., 1998; Reichle et al., 2006; Reichle et al., 1999, 2003; see the chapters by Reichle, and by Engbert & Kliegl in the present volume). To reiterate, modelling children’s data in this way will facilitate our understanding of change in the mechanisms (visual, attentional, linguistic, oculomotor control) underlying reading.

In summary, an increasing body of literature now exists which provides important, preliminary data that document children’s basic oculomotor behaviour, lexical processing and, to a limited extent, post-lexical processing during sentence reading. It is hoped that future research will use these data as a benchmark to examine other populations such as younger children just beginning the process of learning to read and children with developmental disorders, in particular those with reading disabilities (e. g., dyslexia) or with more general language impairments (e. g., children with Specific Language Impairment or comprehension problems). In the long-term, research in this area might go some way towards informing the design of interventions for individuals who have difficulty learning to read. This may seem ambitious, but we believe that there is every reason to be optimistic that eye movement research investigating children’s reading will continue to flourish as it has started to over the last few years.

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