[Reading-hall-of-fame] Re: eye movements in reading
Yetta Goodman
ygoodman at u.arizona.edu
Wed Oct 14 06:16:57 BST 2009
It's certainly been a hot topic for Ken and me. It has helped Ken find
more support for his comprehensive model of reading. And it has helped
both of us know more about how the brain is involved in directing the
eye to make sense of print -- comprehension.
Our Emma research has provided insight into how young readers use print
and illustration to expand on comprehension; how second language users
of English have similar eye movements to L1 users but the tend to read
English more slowly; second language users do not use English formulaic/
metaphoic language in the same way as first language English users.
Much of this is not surprising but it helps to support many things we
have learned about in different ways about reading.
Yetta
Jay Samuels wrote:
>
> I have been curious as to why eye movement research in reading which
> was early on one of the hot topics in reading became a not-hot topic
> that is not even evaluated by the popular Cassidy and Cassidy research
> called "What's Hot, What's not" One person told me it lost popularity
> because it is so mechanical. Not so. As Yetta Goodmaan points out,
> eye movements are often controlled by one's interests and purpose for
> reading. In a study in which Ss had to read a passage about a home
> and half were told to read it in terms of robbing the home and the
> other half were told to read the same passage from the position of
> interior decorating, gaze duration on different parts of the text
> varied significantly based on the readers purpose for reading. Since
> javal's discovery of eye movements more than a century ago, a vast
> research literature had grown, and this literature is largely ignored
> by the reading field. Because of limitations to the physiology of the
> eye, without eye movements reading would be impossible. Problems with
> ocularmotor behavior are a source of difficulty for many beginning
> readers and frankly, even as skilled adults we have problems. For
> example, I still have trouble keeping my eye on track on a wide line
> of print and dropping down to the next line. Miles Tinker, an early
> eye movement researcher also found tracking was a problem and
> convinced newspapers to adopt narrow columns in order to help readers.
> I think the time has come to bring eye movement back as a hot topic in
> reading. What are your views on this? jay Samuels. University of
> Minnesota.
>
>
>
> *From:* Yetta Goodman [mailto:ygoodman at u.arizona.edu]
> *Sent:* Wednesday, October 07, 2009 2:43 PM
> *To:* Colin Harrison
> *Cc:* Jay Samuels; reading-hall-of-fame at lists.nottingham.ac.uk
> *Subject:* Re: [Reading-hall-of-fame] RE: Reading-hall-of-fame Digest,
> Vol 41, Issue 1
>
>
>
> Hi friends.......
>
> With colleagues (some former graduate students, Ken and I have been
> doing research on reading of whole texts using eye movement
> methodology with miscue analysis (EMMA).
> It is clear that where the eye looks is different from what the reader
> says out loud and different from the written text.
> Eric Paulson and Ann Freeman make that case in /Insight from the Eyes/
> (Heinemann 2003). Peter Duckett has shown that first graders also
> show these differences.
> Miscue studies of deaf readers also show that the readers sign
> differently than what they mouth and what is in the written text as
> they read.
> Our conclusions are that the reading process is simultaneous and
> complex and involves syntax, graphophonic information and the search
> for meaning. The brain is in control not the vocal chords.
> Yetta Goodman
>
>
>
>
> Colin Harrison wrote:
>
> But Jay- this articulation could be coming AFTER word recognition.
>
> It doesn't answer the question of whether there has been a phonological
> or a direct visual route to word recognition.
>
> Best wishes
>
> Colin
>
> -----Original Message-----
> From: reading-hall-of-fame-bounces at lists.nottingham.ac.uk <mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>
> [mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk] On Behalf
> Of Jay Samuels
> Sent: 06 October 2009 13:56
> To: reading-hall-of-fame at lists.nottingham.ac.uk <mailto:reading-hall-of-fame at lists.nottingham.ac.uk>
> Subject: [Reading-hall-of-fame] RE: Reading-hall-of-fame Digest, Vol
> 41,Issue 1
>
> Let me try a different track to the question of is an acoustic image of
> a
> word a prerequisite for comprehension when reading an alphabetic script
> such
> as English. The assumption has long been that when reading a logographic
> script such as Chinese, one goes directly from print to meaning. It is
> my
> understanding that Charles Perfetti found [and this to me was most
> exciting]
> that there is an intermediate acoustic stage even when reading with a
> Chinese script. A Chinese grad student here at Minnesota reported this
> during an exam. To continue, work done at U.C. Berkeley in the 60's or
> 70's
> in which sensors were put on skilled readers vocal cords found evidence
> of
> silent speech going on while reading, sort of like reading orally to
> oneself
> in one's head, sub luminal speech, as one read for meaning. Jay samuels
>
> -----Original Message-----
> From: reading-hall-of-fame-bounces at lists.nottingham.ac.uk <mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>
> [mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk] On Behalf
> Of
> reading-hall-of-fame-request at lists.nottingham.ac.uk <mailto:reading-hall-of-fame-request at lists.nottingham.ac.uk>
> Sent: Tuesday, October 06, 2009 6:00 AM
> To: reading-hall-of-fame at lists.nottingham.ac.uk <mailto:reading-hall-of-fame at lists.nottingham.ac.uk>
> Subject: Reading-hall-of-fame Digest, Vol 41, Issue 1
>
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> Today's Topics:
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> 1. Please point me in the right direction (Brian Cambourne)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Tue, 6 Oct 2009 18:03:41 +1100
> From: Brian Cambourne <brian_cambourne at uow.edu.au> <mailto:brian_cambourne at uow.edu.au>
> Subject: [Reading-hall-of-fame] Please point me in the right direction
> To: Reading Fame Hall of <reading-hall-of-fame at nottingham.ac.uk> <mailto:reading-hall-of-fame at nottingham.ac.uk>
> Message-ID: <00401DF1-BA76-403A-840F-562BC84C1AEA at uow.edu.au> <mailto:00401DF1-BA76-403A-840F-562BC84C1AEA at uow.edu.au>
> Content-Type: text/plain; charset="us-ascii"
>
> Colleagues,
> I've been mulling over the following issue and need some help.
>
> At the core of some phonics advocates' theories and research is that
> decoding is an essential pre-requisite of comprehension when reading
> an alphabetic based text. I interpret this to imply one can only
> comprehend ( "get to meaning") when reading an alphabetic text by
> going through sound first.
>
> I've been looking for the definitive research or study which
> conclusively "proves" that one can only get to meaning by first going
> through sound when reading an alphabetically based writing system. So
> far I've not found one, but perhaps I'm looking in the wrong places.
>
> Can anyone in the RHF point me in the direction of any study or
> studies which support the claim that decoding to sound is an
> essentail or necessary pre-requisite for accessing the meaning of
> the an alphabetically based writing system such as English? Many of
> those in Australia I try to discuss this issue with become quite
> defensive (and often aggressive) and argue that it's "just common
> sense". I need your help in preparing a paper on this issue
>
> Brian Cambourne
>
>
> Assoc. Prof. ( Dr) Brian Cambourne
> Principal Fellow
> Faculty of Education
> University of Wollongong
> Northfields Rd Wollongong
> AUSTRALIA
> Phone: Overseas callers
> Home 61-244-416182
> email<brian_cambourne at uow.edu.au <mailto:brian_cambourne at uow.edu.au>
> Mobile/Cell phone: 0408684368
>
>
>
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