Abstract
The present study aimed to define differences between silent and oral reading with respect to spatial and temporal eye movement parameters. Eye movements of 22 German-speaking adolescents (14 females; mean age = 13;6 years;months) were recorded while reading an age-appropriate text silently and orally. Preschool cognitive abilities were assessed at the participants’ age of 5;7 (years;months) using the Kaufman Assessment Battery for Children. The participants’ reading speed and reading comprehension at the age of 13;6 (years;months) were determined using a standardized inventory to evaluate silent reading skills in German readers (Lesegeschwindigkeits- und -verständnistest für Klassen 6–12). The results show that (i) reading mode significantly influenced both spatial and temporal characteristics of eye movement patterns; (ii) articulation decreased the consistency of intraindividual reading performances with regard to a significant number of eye movement parameters; (iii) reading skills predicted the majority of eye movement parameters during silent reading, but influenced only a restricted number of eye movement parameters when reading orally; (iv) differences with respect to a subset of eye movement parameters increased with reading skills; (v) an overall preschool cognitive performance score predicted reading skills at the age of 13;6 (years;months), but not eye movement patterns during either silent or oral reading. However, we found a few significant correlations between preschool performances on subscales of sequential and simultaneous processing and eye movement parameters for both reading modes. Overall, the findings suggest that eye movement patterns depend on the reading mode. Preschool cognitive abilities were more closely related to eye movement patterns of oral than silent reading, while reading skills predicted eye movement patterns during silent reading, but less so during oral reading.
Highlights
It is a common strategy of beginning readers to focus on oral reading, i.e. grapheme-phoneme-conversion and reading of chunked units, such as syllables and words
We addressed the following questions: (i) To what extent do eye movement patterns reflect the differences between silent and oral reading strategies in adolescent readers of a regular orthography? (ii) Do eye movement parameters differ with respect to the intraindividual consistency across reading modes? (iii) How are reading skills associated with eye movements during silent and oral reading? (iv) How are reading skills related to differences in eye movement parameters between silent or oral reading? (v) Do preschool cognitive abilities predict reading skills and oculomotor control during silent and oral reading in adolescence?
Our results for each parameter revealed significant differences between the two reading modes; (ii) articulation during oral reading negatively influenced the intraindividual consistency of reading performances with regard to a significant number of eye movement parameters; (iii) reading skills assessed by the LGVT reliably predicted spatial and temporal characteristics of forward eye movements, but not regressions when reading silently
Summary
It is a common strategy of beginning readers to focus on oral reading, i.e. grapheme-phoneme-conversion and reading of chunked units, such as syllables and words. Silent reading becomes increasingly important until eventually it replaces oral reading as preferred reading mode as we become competent readers (e.g., [1,2,3]). Quite apart from the technical challenge of recording high-resolution eye movement data during oral reading, this lack might be caused by the assumption that, apart from the apparent difference in verbalization, both reading modes are based on the same underlying processes and strategies (e.g., [2,21,22,23,24])
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