Erik D. Reichle, University of Pittsburgh
Jessica R. Nelson, University of Pittsburgh
Charles A. Perfetti, University of Pittsburgh
Abstract: We hypothesized that orthographic knowledge is the most important factor affecting the decisions about when to move the eyes during reading. To test this, participants were taught the spellings and pronunciations, spellings and meanings, or pronunciations and meanings of new (unknown) words and then read sentences containing those words. The eye-tracking results supported our hypothesis: Orthographic training shortened first-fixation durations, gaze durations, and the number of first pass fixations, while the other types of training only affected later measures. These results are discussed in terms of the E-Z Reader model of eye-movement control (Reichle et al., 2003).