Reliability and Individual Differences in the Eye-voice Span and its Modulation.

Abstract

Individual differences in children’s reading have been studied using offline behavioural methods and, in recent years, online eye movement measures. However, less is known about individual differences in online eye-voice span (EVS) measures which can potentially provide more information about underlying reading processes in children who primarily read aloud. EVS data from 52 seven to ten-year-olds reading short passages were obtained. In addition, offline ability measures of reading, spelling, vocabulary and rapid automatized naming (RAN) speed were assessed. The reliability of the EVS was evaluated and estimated to be 0.77. Further individual difference analysis revealed that reading, vocabulary, and RAN predicted mean EVS, while spelling ability predicted variability in the EVS. In the eye movement data, spelling ability influenced saccade length and word reading ability influenced gaze duration. The result suggests that spelling ability influences early letter encoding during reading, and fixation times are modulated by reading ability confirming prior work in adults. More importantly, we conclude that the EVS may reflect reading-related offline ability measures more than gaze duration.