Authors:
Gauditz, Hannah M., hannah.gauditz@edu.rptu.de, RPTU University of Kaiserslautern-Landau
Bergström, Kirstin, k.bergstroem@rptu.de, RPTU University of Kaiserslautern-Landau
Fernandez, Leigh, leigh.fernandez@rptu.de, RPTU University of Kaiserslautern-Landau
Konerding, Marita, marita.konerding@rptu.de, RPTU University of Kaiserslautern-Landau
Großmann, Nicolas, nicolas.grossmann@dfki.de, German Research Center for Artificial Intelligence
Dengel, Andreas, andreas.dengel@dfki.de, German Research Center for Artificial Intelligence
Schmidt, Thomas, thomas.schmidt@rptu.de, RPTU University of Kaiserslautern-Landau
Lachmann, Thomas, lachmann@rptu.de, RPTU University of Kaiserslautern-Landau, Universidad Nebrija
Keywords: eye-tracking, reading acquisition, syllable method
Abstract:
The “Silbenmethode” (syllable method) is commonly used in German first reading books and presents syllables in alternating colours. The method is based on the assumption that colour information helps to identify objects, with colour similarities facilitating the aggregation of an item formed by several units and colour disparities helping to separate stimuli into multiple elements. So far, very few studies have investigated the effect of coloured syllables on the cognitive mechanisms while reading. While there seems to be no faciliatory effect of the syllable method for adult skilled readers, it is possible that children who are still in the process of learning to read would differently benefit from colour cues in their reading. Previous research with children found conflicting results on the effect of coloured syllables when reading isolated words. However, these studies were conducted in different languages and are barely generalizable to German. Therefore, the current study aims to test the effect of the syllable method in the German languague in a combined design using within-subject comparison. Students at various stages of reading acquisition will read age-appropriate texts with and without coloured syllables. Children in first grade will be tested in a longitudinal manner at two measurement points during the school year, as colour cues at syllable level might especially have an impact at the very early stages of reading acquisition. Furthermore, a cross-sectional comparison will be conducted for pupils in grade 1 to 4, and students in grade 10 will be assessed as a control group. Data will be analysed using behavioural measures including reading pace and text comprehension as well as global eye-tracking measures as recorded by the EyeLink 1000. The results will present valuable insights into the processing of syllables in different stages of reading development and will entail practical implications for teaching. For the workshop, the first data collection phase will be finished and cross-sectional results of children in first grade will be presented and discussed.