Universität zu Köln

Gagl, Benjamin and Gregorová, Klara ORCID: 0000-0002-3828-9386 (2024). Investigating lexical categorization in reading based on joint diagnostic and training approaches for language learners. npj Science of Learning, 9 (1). pp. 1-12. Springer Nature. ISSN 2056-7936

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Abstract

[Artikel-Nr.: 29] Abstract: Efficient reading is essential for societal participation, so reading proficiency is a central educational goal. Here, we use an individualized diagnostics and training framework to investigate processes in visual word recognition and evaluate its usefulness for detecting training responders. We (i) motivated a training procedure based on the Lexical Categorization Model (LCM) to introduce the framework. The LCM describes pre-lexical orthographic processing implemented in the left-ventral occipital cortex and is vital to reading. German language learners trained their lexical categorization abilities while we monitored reading speed change. In three studies, most language learners increased their reading skills. Next, we (ii) estimated, for each word, the LCM-based features and assessed each reader’s lexical categorization capabilities. Finally, we (iii) explored machine learning procedures to find the optimal feature selection and regression model to predict the benefit of the lexical categorization training for each individual. The best-performing pipeline increased reading speed from 23% in the unselected group to 43% in the machine-selected group. This selection process strongly depended on parameters associated with the LCM. Thus, training in lexical categorization can increase reading skills, and accurate computational descriptions of brain functions that allow the motivation of a training procedure combined with machine learning can be powerful for individualized reading training procedures.

Item Type:	Article
Creators:	Creators Email ORCID ORCID Put Code Gagl, Benjamin UNSPECIFIED UNSPECIFIED UNSPECIFIED Gregorová, Klara UNSPECIFIED https://orcid.org/0000-0002-3828-9386 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-814567
Identification Number:	10.1038/s41539-024-00237-7
Journal or Publication Title:	npj Science of Learning
Volume:	9
Number:	1
Page Range:	pp. 1-12
Number of Pages:	12
Date:	10 April 2024
Publisher:	Springer Nature
ISSN:	2056-7936
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Heilpädagogik und Rehabilitation
Subjects:	Psychology Education
['eprint_fieldname_oa_funders' not defined]:	Publikationsfonds UzK
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/81456