Eye Movements during Silent and Oral Reading in a Regular Orthography: Basic Characteristics and Correlations with Childhood Cognitive Abilities and Adolescent Reading Skills.

Our results for each parameter revealed significant differences between the two reading modes (except for an only marginally significant difference for the percentage of regressions); (ii) articulation during oral reading negatively influenced the intraindividual consistency of reading performances with regard to a significant number of eye movement parameters; (iii) reading skills assessed by the LGVT reliably predicted spatial and temporal characteristics of forward eye movements, but not regressions when reading silently.

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