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Eye Movements in Children's Reading

Eye movement research conducted to investigate children's reading aims to understand differences in the cognitive mechanisms between beginning and skilled readers. Ideally, we aim to understand the nature of developmental change in reading performance.  Comparing the patterns of eye movements (e.g., the duration, location, and number of fixations) of children learning to read with the pattern observed for both skilled and less skilled adult readers allows us to make inferences about how visual and cognitive processes might change as reading develops.  We might also start to consider the types of teaching and remediation strategies that might encourage more effective reading development and reduce reading difficulties.

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Below we have listed some of the research investigating children's reading that we have published - if you are interested and wish to find out more about this work, please take a look.

  • Liang, F., Ma, J., Bai, X., & Liversedge, S.P. (2021). Initial landing position effects on Chinese word learning in children and adults. Journal of Memory and Language, 116 (104183). ISSN 0749-596X.

  • Liang, F, Gao, Q, Wang, Y., Bai, X., & Liversedge, S.P.  (2021). The importance of the positional probability of word final (but not word initial) characters for word segmentation and identification in children and adults' natural Chinese reading. Experimental Psychology: Learning, Memory and Cognition. In press.

  • Liang, F., Blythe, H.I., Zang, C., Bai, X., Yan, G., & Liversedge, S.P. (2015). Positional character frequency and word spacing facilitate the acquisition of novel words during Chinese children's reading, Journal of Cognitive Psychology, 27(5), 594-608.

  • Zang, C., Liang, F., Bai, X., Yan, G., & Liversedge, S.P. (2013). Interword spacing and landing position effects during Chinese reading in children and adults. Journal of Experimental Psychology: Human Perception and Performance, 39, 720-734.

  • Blythe, H. I., Liang, F., Zang, C., Wang, J., Yan, G., Bai, X., & Liversedge, S.P. (2012). Inserting spaces into Chinese text helps readers to learn new words: An eye movement study. Journal of Memory and Language, 67, 241-254.