Referenser

Referenser och rekommenderad läsning för den intresserade.

Altman, G. T., Garnham, A., and Dennis, Y. I. L. (1992). Avoiding the garden path: Eye movements in context. Journal of Memory and Language, 31:685–712.

Benfatto, M. N., Seimyr, G. Ö., Ygge, J., Pansell, T., Rydberg, A., and Jacobson, C. (2016). Screening for Dyslexia Using Eye Tracking during Reading. PloS one, 11(12), e0165508.

Carroll, P. and Slowiaczek (1986). Constraints on semantic priming in reading: A fixation time analysis. Memory and Cognition, 14:509–522.

Clifton, C., Staub, A., and Rayner, K. (2007). Eye movements in reading words and sentences. In van Gompel, R., editor, Eye movements: A window on mind and brain, pages 341–372. Amsterdam: Elsevier.

Demberg, V. and Keller, F. (2008). Data from eye-tracking corpora as evidence for theories of syntactic processing complexity. Cognition, 109:193–210.

Deno, S. L., Mirkin, P. K., and Chiang, B. (1982). Identifying valid measures of reading. Exceptional Children, 49(1), 36-45.

Duffy, S. A. and Rayner, K. (1990). Eye movements and anaphor resolution: Effects of antedecent typicality and distance. Language and Speech, 33:103–119.

Ehrlich, S. F. and Rayner, K. (1981). Contextual effects on word perception and eye movements during reading. Journal of Verbal Learning and Verbal Behavior,20:641–655.

Ehrlich, S. F. and Rayner, K. (1983). Pronoun assignment and semantic integration during reading: Eye movements and immediacy of processing. Journal of Verbal Learning and Verbal behavior, 22:75–87.

Frazier, L. and Rayner, K. (1982). Making and correcting errors during sentence comprehension: Eye movements in the analysis of structurally ambiguous sentences. Cognitive Psychology, 14:178–210.

Fuchs, L. S., Fuchs, D., and Maxwell, L. (1988). The validity of informal reading comprehension measures. RASE: Remedial and Special Education, 9(2), 20-28.

Gough, P. B., and Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10.

Inhoff, A. W. and Rayner, K. (1986). Parafoveal word processing during eye fixations in reading: Effects of word frequency. Perception & Psychophsics, 40:431–439.

Just, M. A., and Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological review, 87(4), 329.

Kirby, J. A. and Savage, R. S. (2008). Can the simple view deal with the complexities of reading? Literacy, 42(2), 75-82.

Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124:372–422.

Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology, 62:1457–1506.

Rayner, K. and Duffy, S. A. (1986). Lexical complexity and fixation times in reading: Effects of word frequency, verb complexity, and lexical ambiguity. Memory & Cognition, 14:191–201.

Rayner, K. and Well, A. D. (1996). Effects of contextual constraint on eye movements in reading: A further examination. Psychonomic Bulletin & Review, 3:504–509.

Schilling, H. E. H., Rayner, K., and Chumbley, J. I. (1998). Comparing naming, lexical decision, and eye fixation times: Word frequency effects and individual differences. Memory & Cognition, 26:1270–1281.

Seimyr, G.Ö. and Benfatto, M. N. (2017). Screening for Reading Deficits using Eye Tracking and Machine Learning. Poster presented at the annual International Dyslexia Association Conference. Atlanta, GA.

Sereno, S. C. and Rayner, K. (1992). Fast priming during eye fixations in reading. Journal of Experimental Psychology: Human Perception and Performance, 18:173–184.

Silverman, R. D., Speece, D. L., Harring, J. R., and Ritchey, K. D. (2013). Fluency Has a Role in the Simple View of Reading. Scientific Studies of Reading, 17(2), 108-133. doi:10.1080/10888438.2011.618153

Skolverket (2016). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 – reviderad 2016. Stockholm: Skolverket.

Skolverket (2017). PIRLS 2016 – Läsförmågan hos svenska elever i årskurs 4 i ett internationellt perspektiv. Rapport463, 2017. Stockholm: Skolverket.

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading research quarterly, 360-407.

Tilstra, J., McMaster, K., Van den Broek, P., Kendeou, P., and Rapp, D. (2009). Simple but complex: Components of the simple view of reading across grade levels. Journal of research in reading, 32(4), 383-401.