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Reading without words: a paradigm to examine developmental aspects of normal and dyslectic reading

无词阅读：检查正常阅读和阅读障碍的发展方面的范式

基本信息

批准号：
164580011
负责人：
Professor Dr. Thomas Günther
金额：
--
依托单位：
Abteilung Allgemeine und Biologische Psychologie
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2010
资助国家：
德国
起止时间：
2009-12-31 至 2020-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/164580011?language=en
关键词：
Reading without words paradigm examine

项目摘要

The first phase of the present project established the Landolt paradigm as an innovative research tool that allows for an approximation of reading eye movements in a language free task. A longitudinal study from kindergarten to 2nd grade demonstrated that even before the start of reading instruction children with good vs. poor Landold reading can be identified and that as development progresses eye movements in this task become more and more reading-like. Other findings suggest that a subgroup of children with dyslexia has substantial difficulties with Landolt scanning and that this impacts on eye movements during reading.We start from the assumption that different causes can contribute to reading deficits, leading to subtypes of dyslexia with variable etiologies. Following this hypothesis, it appears likely that in some dyslectic children atypical eye movements are caused by problems in linguistic processing, while in a second group such irregularities may be related to deficits in non-linguistic processes. More detailed analyses of such deficits become possible when preschool scanning data are compared to later reading behavior. Focusing on children who are more vs. less successful in the Landolt scanning task, experimental studies can illuminate factors contributing to atypical eye movements and associated word processing difficulties. Based on this theoretical context, two related subprojects are intended to pursue the following objectives:1. The longitudinal study with combined eye movement recording and psychometric assessments will be continued to further clarify the role of atypical eye movement behavior over the course of reading development. A key hypothesis is that a subgroup of children with dyslexia in grade 4 or 5 will be identified who had irregularities in the Landolt task even before reading acquisition and that this has consequences for later reading behavior. Equally important, the longitudinal study is expected to deliver important new insights into the joint development of word processing and eye movement control.2. A series of innovative experimental studies (again using the Landolt task) will examine whether and how two currently understudied key processes of reading contribute to developmental difficulties up to the level of dyslexia. This work is focused on spatially distributed (parafoveal) information acquisition and, on the other hand, spatial navigation and memory, which are both intimately interwoven with attentional processes. Especially promising is the question of whether resource overload caused by less effective basic processing routines can lead to deficits in reading comprehension. The use of a unified theory-based battery of assessments for both subprojects will allow for the identification of relationships between experimental findings and individual profiles of performance with respect to key components of reading skill.

本项目的第一阶段将兰多尔特范式建立为一种创新的研究工具，允许在无语言任务中近似阅读眼球运动。一项从幼儿园到二年级的纵向研究表明，即使在阅读教学开始之前，就可以识别兰德尔德阅读能力强与差的儿童，并且随着发育的进展，这项任务中的眼球运动变得越来越像阅读。其他研究结果表明，患有阅读障碍的儿童亚群在兰多尔特扫描方面存在很大困难，这会影响阅读过程中的眼球运动。我们首先假设不同的原因会导致阅读缺陷，从而导致具有不同病因的阅读障碍亚型。根据这一假设，在一些阅读障碍儿童中，非典型眼球运动似乎是由语言处理问题引起的，而在第二组中，这种不规则性可能与非语言处理缺陷有关。当将学前扫描数据与后来的阅读行为进行比较时，对此类缺陷进行更详细的分析就成为可能。实验研究以兰多尔特扫描任务中较成功的儿童为重点，可以阐明导致非典型眼球运动和相关文字处理困难的因素。基于这一理论背景，两个相关的子项目旨在实现以下目标：1．将继续进行结合眼动记录和心理测量评估的纵向研究，以进一步阐明非典型眼动行为在阅读发展过程中的作用。一个关键的假设是，在阅读习得之前，将识别出患有阅读障碍的 4 年级或 5 年级儿童的亚群，他们在 Landolt 任务中存在不规则行为，这会对以后的阅读行为产生影响。同样重要的是，纵向研究有望为文字处理和眼动控制的联合发展提供重要的新见解。2．一系列创新的实验研究（再次使用兰多尔特任务）将检验目前正在研究的两个关键阅读过程是否以及如何导致发展困难，直至达到阅读障碍的水平。这项工作的重点是空间分布（中心凹旁）信息获取，另一方面是空间导航和记忆，这两者都与注意力过程密切相关。特别有希望的问题是，由于基本处理例程效率较低而导致的资源过载是否会导致阅读理解能力的缺陷。对两个子项目使用基于理论的统一评估组合将有助于识别实验结果与阅读技能关键组成部分的个人表现概况之间的关系。