Journal of the American Optometric Association · 1998
Use of the Taylor Visagraph II system to evaluate eye movements made during reading.
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Colby D, Laukkanen H R, Yolton R L
Аннотация
BACKGROUND: The Taylor Visagraph II is a relatively new device designed to evaluate eye movements made during reading. It uses goggles with infrared optics to detect the eye movements and computer software to determine the number of fixations, regressions, and other characteristics of the eye movements. The system also calculates several scores, including a school-grade equivalent for the reader.
METHODS: Fifty first-year optometry students served as subjects. Each read five standard Taylor Level 10 (College) paragraphs during each of two sessions while eye movements were assessed by the Visagraph II.
RESULTS: The Visagraph II operated correctly for 498 of the 500 trials; operator error caused two malfunctions. Significant differences were found between scores from the first paragraph read and subsequent paragraphs. Nonlinear relationships were found between most of the variables, especially those that involved grade levels and spans of recognition. Also of interest was the wide range of reading eye-movement skills; several of the optometry students appeared to have skills that placed them at below fourth grade level.
CONCLUSIONS: The Visagraph II performed properly over a large number of trials and produced data that seemed to be reliable indicators of reading skills. Paragraph-to-paragraph variations in mean scores suggest caution in interpretation of small changes in performance across paragraphs and the need for at least one practice trial before usable data are obtained.
METHODS: Fifty first-year optometry students served as subjects. Each read five standard Taylor Level 10 (College) paragraphs during each of two sessions while eye movements were assessed by the Visagraph II.
RESULTS: The Visagraph II operated correctly for 498 of the 500 trials; operator error caused two malfunctions. Significant differences were found between scores from the first paragraph read and subsequent paragraphs. Nonlinear relationships were found between most of the variables, especially those that involved grade levels and spans of recognition. Also of interest was the wide range of reading eye-movement skills; several of the optometry students appeared to have skills that placed them at below fourth grade level.
CONCLUSIONS: The Visagraph II performed properly over a large number of trials and produced data that seemed to be reliable indicators of reading skills. Paragraph-to-paragraph variations in mean scores suggest caution in interpretation of small changes in performance across paragraphs and the need for at least one practice trial before usable data are obtained.