Developing Normal Reading Skills: Aspects of the Visual Processes Underlying Word Recognition
Abstract
Visual word recognition performance of first graders (mean age: 6.6 years) through fifth graders (mean age: 10.8 years) was investigated using an experimental technique that is known to elicit the "viewing position effect" in skilled readers. The results showed that this effect, which consists of a systematic variation of performance as a function of fixation position within words, emerged early at the end of the 1st year of reading instruction. Visual field asymmetries in recognizing individual letters in words were also observed starting from first grade. Effects of word familiarity were obtained as early as in second grade. In contrast to skilled readers, children showed a marked word-length effect, which persisted through the first 5 years of instruction. No other qualitative differences between beginning and skilled readers were apparent. Hence, the basics of reading skills, as measured by the present technique, seem to be attained very early during acquisition. Further experience mainly reduces the time a reader needs to extract visual information from print.
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Unlike adults, 6- to 7-year-old children demonstrate robust word-length effects, which gradually diminish over the following years but are still detectable as late as grade 5 (11-12 years old).
“Unlike adults, 6- to 7-year-old children (American first-graders) demonstrate robust word-length effects, which gradually diminish over the following years but are still detectable as late as grade 5 (11-12 years old) [34].”
From The visual word form area: expertise for reading in the fusiform gyrus (2003) · cites this paper as [34]
Behavioral evidence on word perception supports the case for protracted development of perceptual expertise.
“Behavioral evidence on word perception supports the case for protracted development of perceptual expertise.”
From The visual word form area: expertise for reading in the fusiform gyrus (2003) · cites this paper as [34]
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- Authors
- Aghababian, V., & Nazir, T. A.
- Affiliations
- Hôpital de la Timone (FR)
- Centre National de la Recherche Scientifique (FR)
- ORCID
- Nazir, Tatjana A.
- Venue
- Journal of Experimental Child Psychology
- Publisher
- Elsevier BV
- Published
- 2000-06
- Volume
- 76
- Issue
- 2
- Pages
- 123-150
- ISSN
- 0022-0965 (ISSN-L)
- OpenAlex
- W2154415882
- Cited by
- 190
- References
- 70
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 10 · 2023: 6 · 2022: 6 · 2021: 12 · 2020: 7 · 2019: 8 · 2018: 8 · 2017: 9 · 2016: 9 · 2015: 11 · 2014: 10 · 2013: 10 · 2012: 13
- FWCI
- 7.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Child Psychology (publishedVersion)
- PubMed (publishedVersion)
- HAL (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Visual perception and processing mechanisms
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- visual word recognition, reading acquisition, fixation position, visual field asymmetry, word familiarity, word length effect, beginning readers, skilled readers, reading instruction
- MeSH terms
- Attention, Child, Child Development, Female, Humans, Male, Orientation, Pattern Recognition, Visual, Reading, Mental Recall
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