Deutsch Intern

    Language and reading

    Information processing and eye movement control (including development aspects and dyslexia)

    To understand reading from a scientific point of view, the measurement of eye movements during reading is an invaluable source of information. In this way, we are able to study information processing (and its failures) in a highly (temporally and spatially) resolved manner. Corresponding data show that eye guidance in reading reflects a highly intelligent type of behavior, without any explicit knowledge about these clever mechanisms on part of the reader. Specifically, each decision when and where to move our eyes involves highly complex and efficient computations, including orthographic, phonological, semantic etc. processing. In this line of research, we are mainly interested in contextual effects on reading behavior (e.g., reading task, text format, text difficulty, language switches etc.). Additionally, we are interested in the role of phonological and visual factors during reading in mono- and bilingual adults, but also in children with and without reading problems. Finally, we are interested in the causal role of a degraded visual long-term memory for details for the development of dyslexia.


    [ 2015 ] [ 2014 ] [ 2013 ] [ 2012 ] [ 2010 ] [ 2009 ] [ 2008 ] [ 2002 ]

    2015 [ to top ]

    • Philipp, A., & Huestegge, L. (2015). Language Switching between Sentences in Reading: Exogenous and Endogenous Effects on Eye Movements and ComprehensionBilingualism: Language and Cognition, FirstView, 1–12. Hämtad från http://journals.cambridge.org/article_S1366728914000753

    2014 [ to top ]

    • Huestegge, L., Rohrßen, J., von Ermingen-Marbach, M., Pape-Neumann, J., & Heim, S. (2014). Devil in the Details? Developmental Dyslexia and Visual Long-Term Memory for DetailsFrontiers in Psychology, 5, doi: 10.3389/fpsyg.2014.00686.

    2013 [ to top ]

    • Radach, R., Günther, T., & Huestegge, L. (2013). Leseentwicklung im Spannungsfeld von Praxis und Forschung [Reading development from the practitioner’s and researcher’s perspectives]Lernen Und Lernst&Oumlrungen, 2, 51–56.

    2012 [ to top ]

    • Radach, R., Günther, T., & Huestegge, L. (2012). Blickbewegungen beim Lesen, Leseentwicklung und Legasthenie [Eye movements in reading, reading development, and dyslexia]Lernen Und Lernst&Oumlrungen, 1, 185–204.
    • Huestegge, L., Heim, S., Zettelmeyer, E., & Lange-Küttner, C. (2012). Gender-specific contribution of a visual cognition network to reading abilitiesBritish Journal of Psychology, 103, 117–128.

    2010 [ to top ]

    • Huestegge, L., Kunert, H. J., & Radach, R. (2010). Long-term effects of cannabis on oculomotor control in readingPsychopharmacology, 209, 77–84.
    • Huestegge, L., & Bocianski, D. (2010). Effects of syntactic context on eye movements during readingAdvances in Cognitive Psychology, 6, 79–87.
    • Huestegge, L. (2010). Effects of vowel length on gaze durations in silent and oral readingJournal of Eye Movement Research, 3(5):5, 1–18.

    2009 [ to top ]

    • Radach, R., Schmitten, C., Glover, L., & Huestegge, L. (2009). How children read for comprehension. In: R.K. Wagner, C. Schatschneider, and C. Phythian-Sence (Eds.): Reading Comprehension: Approaches to Understanding its Behavioral and Biological Origins (pp. 75-106). NY: Guilford Publications.
    • Huestegge, L., Radach, R., Corbic, D., & Huestegge, S. M. (2009). Oculomotor and Linguistic Determinants of Reading Development: A Longitudinal StudyVision Research, 49, 2948–2959.

    2008 [ to top ]

    • Radach, R., Huestegge, L., & Reilly, R. (2008). The role of global top-down factors in local eye-movement control in readingPsychological Research, 72, 675–688.

    2002 [ to top ]

    • Radach, R., Heller, D., & Huestegge, L. (2002). Blickbewegungen beim Lesen: Neueste Entwicklungen und Ansatzpunkte für die Legasthenieforschung [Eye movements during reading: Recent developments and implications for research on dyslexia]. In: G. Schulte-Körne (Ed.) Legasthenie: Zum aktuellen Stand der Ursachenforschung, der diagnostischen Methoden und der Förderkonzepte (pp. 61-88). Bochum: Winkler.