Blickbewegungen beim Lesen, Leseentwicklung und Legasthenie
Abstract
Zusammenfassung: In den letzten Jahrzehnten hat sich die Messung und Analyse von Blickbewegungen mehr und mehr zur einer Standardmethode für die Untersuchung des Lesens und der Leseentwicklung im Kindesalter entwickelt. Im vorliegenden Artikel werden zunächst einige grundlegende Erkenntnisse zur Dynamik des Lesens aus der Sicht der Blickbewegungsforschung skizziert. Auf dieser Grundlage erfolgt eine Darstellung wichtiger Aspekte der normalen und gestörten Leseentwicklung. Dabei wird vertiefend auf Befunde zu Blickbewegungen von Kindern mit Legasthenie eingegangen, die zum Teil widersprüchlich sind und in der Literatur kontrovers diskutiert werden. Hieraus ergeben sich Empfehlungen für die weitere Forschung bezüglich der Identifikation visuomotorischer Defizite, der Informationsaufnahme innerhalb der Blickspanne sowie die Verarbeitung phonologischer und räumlicher Information. Abschließend wird eine leseähnliche Scanningaufgabe vorgestellt, mit der die nichtsprachlichen Anforderungen des Lesens gut approximiert werden können. Damit kann die Frage untersucht werden, ob abweichende Blickbewegungen bei Legasthenie auch durch Faktoren wie visuelle Informationsverarbeitung und Aufmerksamkeit, Blicksteuerung oder räumliche Navigation mitverursacht sein können.
Eye Movement in Reading, Reading Development and Developmental Dyslexia
Background: Over the last few decades, the monitoring of eye movements has become a standard methodology in the scientific study of reading and reading development. There is now ample evidence demonstrating that the direction and sequence of eye movements during reading is co-determined by both basic visual and visuomotor constraints and cognitive processing demands. Most importantly, the duration and number of fixations is closely related to linguistic processing on the level of letters, words and sentences. Consequently, word viewing time measures present valid indicators of moment-to-moment processing during reading. This can serve as a solid base for research into reading development and reading problems such as developmental dyslexia.
Aims: This article has three related aims. First, we present a brief outline of basic trends in reading development from the perspective of eye movement research, based on data collected with elementary school level readers. Second, we discuss the use of eye movement methodology to study developmental dyslexia with respect to both eye movements in non-reading tasks and oculomotor analyses of reading itself. Finally, on the basis of the present state of the art in research on normal development, a number of suggestions are made on how to utilize eye tracking methodology to advance our understanding of developmental dyslexia.
Results: We present and discuss results from a number of studies demonstrating the utility of eye movements in examining developmental trajectories of both silent and oral reading. Major findings include a trend towards more and more automatic and less sequential word processing that is clearly reflected in word based fixation patterns. Particularly interesting is the fact that very young readers appear to spend a large amount of reading time with post-lexical, sentence level integration of meaning. On the other hand it appears that in most children the basic machinery of eye movement control is in place quite early. A comparison of silent and oral reading points to a very interesting difference between reading in transparent vs. intransparent orthographies. English readers not only need more time to read equivalent sentences, but the difference between reading aloud and silently is much more pronounced. Looking at new ways to examine eye movements in struggling readers we suggest a new methodology aimed at approximating the non-linguistic processing demands of continuous reading. Results from two validation studies indicate that important aspects of visual processing of eye movement control in this reading-like string scanning task are functionally equivalent to normal reading in both adults and children.
Discussion: We argue that despite major progress we are still lacking a comprehensive picture of the directions and determinants of development in normal reading. The best way of addressing these complex and challenging issues will be in terms of well controlled and comprehensive longitudinal research projects. In our view a key condition for success in this endeavor will be the combination of oculomotor reading measures with psychometric assessments of reading ability and cognitive component skills. Based on recent advances in eye tracking theory and methodology, we are considering a number of directions in future research on developmental dyslexia. These issues include the identification of visuomotor deficits, extrafoveal information acquisition within the perceptual span, the processing of phonological information as well as spatial navigation and memory. Central to this proposed research strategy is the use of our reading-like string scanning task. We expect this new research tool to help answering the question whether deviations of eye movements in struggling readers reflect non-linguistic processing deficits that might play a role in the etiology of developmental dyslexia.
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