reading development and instruction is a pedagogical priority at all academic levels. historically, in the educational field, numerous efforts have been made to facilitate the complex process of foreign language reading comprehension. more recently, increasing attention has been paid to the use of computers for developing reading comprehension skills and various efforts have been made in this r...

Models of eye-movement control during reading can be classified along two theoretical dimensions: (1) the degree to which cognitive processes (e.g., word identification) influence the moment-to-moment decisions about when to move the eyes; and (2) whether attention is allocated serially, from one word to the next, or allocated in parallel, across more than one word. This symposium will provide ...

Models of eye movement control in reading and their impact on the field are discussed. Differences between the E-Z Reader model and the SWIFT model are reviewed, as are benchmark data that need to be accounted for by any model of eye movement control. Predictions made by the models and how models can sometimes account for counterintuitive findings are also discussed. Finally, the role of models...

There is now considerable evidence showing that the time to read a word out loud is influenced by an interaction between orthographic length and lexicality. Given that length effects are interpreted by advocates of dual-route models as evidence of serial processing this would seem to pose a serious challenge to models of single word reading which postulate a common parallel processing mechanism...

This study demonstrates a weakness in how n-gram and PCFG surprisal are used to predict reading times in eye-tracking data. In particular, the information conveyed by words skipped during saccades is not usually included in the surprisal measures. This study shows that correcting the surprisal calculation improves n-gram surprisal and that upcoming n-grams affect reading times, replicating prev...

Following brain damage, skilled readers may encounter more severe problems in reading nonwords than familiar words, a type of deficit referred to as phonological dyslexia. We report on 2 individuals with Alzheimer’s disease who show phonological dyslexia. Although highly accurate in reading familiar words aloud (even those with irregular spelling, such as sew), they were quite impaired in nonwo...