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For normally sighted readers, word neighborhood size (i.e., the total number of words that can be formed from a single word by changing only one letter) has a facilitator effect on word recognition. When reading with central field loss (CFL) however, individual letters may not be correctly identified, leading to possible misidentifications and a reverse neighborhood size effect. Here we investigate this inhibitory effect of word neighborhood size on reading performance and whether it is modulated by word predictability and reading proficiency. Nineteen patients with binocular CFL from 32 to 89 years old (mean ± SD = 75 ± 15) read short sentences presented with the self-paced reading paradigm. Accuracy and reading time were measured for each target word read, along with its predictability, i.e., its probability of occurrence following the two preceding words in the sentence using a trigram analysis. Linear mixed effects models were then fit to estimate the individual contributions of word neighborhood size, predictability, frequency and length on accuracy and reading time, while taking patients' reading proficiency into account. For the less proficient readers, who have given up daily reading as a consequence of their visual impairment, we found that the effect of neighborhood size was reversed compared to normally sighted readers and of higher amplitude than the effect of frequency. Furthermore, this inhibitory effect is of greater amplitude (up to 50% decrease in reading speed) when a word is not easily predictable because its chances to occur after the two preceding words in a specific sentence are rather low. Severely impaired patients with CFL often quit reading on a daily basis because this task becomes simply too exhausting. Based on our results, we envision lexical text simplification as a new alternative to promote effective rehabilitation in these patients. By increasing reading accessibility for those who struggle the most, text simplification might be used as an efficient rehabilitation tool and daily reading assistive technology, fostering overall reading ability and fluency through increased practice.

People with central field loss (CFL) use peripheral vision to identify words. Eccentric vision provides ambiguous visual inputs to the processes leading to lexical access. Our purpose was to explore the hypothesis that this ambiguity leads to strong influences of inferential processes, our prediction being that increasing word frequency would decrease word reading time. Individuals with bilateral CFL induced by macular diseases read French sentences displayed with a self-paced reading method. Reading time of the last word of each sentence (target word) was recorded. Each target word (in sentence n) was matched with a synonym word (in sentence n+1) of the same length. When using absolute frequency value (Analysis 1), we found that reading time of target words decreased when word frequency increases, even when controlling for word length. The amplitude of this effect is larger than reported in previous investigations of reading with normal subjects. When comparing the effect of relative frequency (low vs. high) within each pair of synonyms (Analysis 2), results show the same pattern as the one observed in Analysis 1. Our results demonstrate clear-cut frequency effects on word reading time and suggest that inferential processes are stronger in CFL readers than in normally sighted observers. These results might also help design text simplification tools tailored for low-vision patients., (Copyright © 2018 Elsevier Ltd. All rights reserved.)

Reading comprehension and fluency are crucial for successful academic learning and achievement. Yet, a rather large percentage of children still have enormous difficulties in understanding a written text at the end of primary school. In this context, the aim of our study was to investigate whether text simplification, a process of reducing text complexity while keeping its meaning unchanged, can improve reading fluency and comprehension for children learning to read. Furthermore, we were interested in finding out whether some readers would benefit more than others from text simplification as a function of their cognitive and language profile. To address these issues, we developed an iBook application for iPads, which allowed us to present normal and simplified versions of informative and narrative texts to 165 children in grade 2. Reading fluency was measured for each sentence, and text comprehension was measured for each text using multiple-choice questions. The results showed that both reading fluency and reading comprehension were significantly better for simplified than for normal texts. Results showed that poor readers and children with weaker cognitive skills (nonverbal intelligence, memory) benefitted to a greater extent from simplification than good readers and children with somewhat stronger cognitive skills. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discussed various articles within the issue on topics including various aspect of readability, text simplification, and ways to enrich web technologies with readability metadata.