This ESRC-funded projected examined how children with specific comprehension difficulties read texts that required them to make inferences, connect parts of the text, and use context to understand new information. Our results were varied but showed that children with poorer comprehension tended to read in a different way from their peers, spending less time reading parts of text that were particularly difficult or important to understand the meaning.
- Blythe, H.I. & Joseph, H. (2011). Children’s Eye Movements during Reading. In S.P. Liversedge, I. Gilchrist & S. Everling (Eds.), The Oxford Handbook of Eye Movements (pp. 643-662) Oxford: Oxford University Press
- Joseph, H., Nation, K., & Liversedge, S.P. (2013). Using eye movements to investigate word frequency effects in children’s sentence reading. School Psychology Review, 42(2), 207-222.
- Joseph, H., Bremner, G., Liversedge, S.P, & Nation, K. (2015). Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children. Journal of Cognitive Psychology, 27(5), 622-639.