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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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Orthography and Decisions About When to Move the Eyes During Reading

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).