- Welcome from the Director
- Agenda and Presentations
- Plenary Sessions: Remarks and Presentations
- Speakers' Bios for Plenary Sessions
- Poster Presentations
- Cognition and Student Learning
- Cognition and Student Learning and Science
- General Topics
- Mathematics, Reading, and Others
- Policy, NAEP, Preschool Curriculum Evaluation Research (PCER), Science, and Others
- Policy, Cognition and Student Learning, and Others
- Policy, Science, Cognition and Student Learning, and Others
- Predoctoral Interdisciplinary Research Training Programs
- Reading
- Reading and Others
- Conceptualizing and Measuring Pedagogical Content Knowledge in Reading
- Connecting Cognitive Science and Educational Practice to Improve Reading Comprehension
- Do Some Colleges Improve Students' Chances of Completing Degrees?
- Effectiveness of Supplemental Fluency Instruction: Evaluation of the Quick Reads Program Implemented by Paraeducator Tutors
- Enhancing the Reading Comprehension of Small Groups Using a Manipulation Strategy
- Improving Comprehension Online (ICON): Preparing a Digital Reading Intervention Through Vocabulary-based Research
- Orthography and Decisions About When to Move the Eyes During Reading
- Repeated Reading Versus Continuous Reading: Influences on Reading Rate and Comprehension
- Scaling Up Assessment-driven Intervention Using the Internet and Handheld Computers: The Effect of Study Condition on Student Outcome
- Scaling-up Peer-assisted Learning Strategies: A Longitudinal, Multi-site Randomized Control Trial to Determine Necessary On-site Technical Assistance to Teacher Implementers
- Technology Infusion in Beginning Reading Instruction: Three Randomized Experiments
- Reading, Social and Character Development (SACD), and Others
- Reading and Teacher Quality
Conference Program (865 KB)
Orthography and Decisions About When to Move the Eyes During Reading
Presenter:
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).