Eye-Fixation Patterns and Reading Performance in Dyslexic Students: Insights from Eye-Tracking Technology

This cross-sectional, descriptive, and quantitative study aimed to analyze eye fixation patterns during reading in students with dyslexia compared to fluent readers, using the ASL Eye-Tracker Mobile Eye-5 Glasses. Research suggests that dyslexic readers exhibit a higher number of fixations and longer fixation durations, indicating increased cognitive effort in word processing (Tiadi et al., 2016). Fourteen schoolchildren participated, divided into two groups: the Experimental Group (EG), diagnosed with dyslexia, and the Control Group (CG), fluent readers. Data on the number of fixations, fixation duration, average fixation duration, and frequency were collected during silent and oral reading. Statistical analyses were conducted using ANOVA and Tukey’s Test, with a significance level of 5%. Although no statistically significant differences were found, effect sizes revealed notable differences in fixation patterns between EG and CG. Dyslexic students exhibited more fixations and longer fixation durations, supporting the literature suggesting that children with dyslexia struggle to fixate on visual targets, requiring higher cognitive effort in word processing (Tiadi et al., 2016). Both groups performed better in silent reading than in oral reading, as vocalization during reading increases cognitive demand and disrupts eye movement efficiency (Joseph et al., 2009). These findings emphasize the importance of eye movement analysis in dyslexia diagnosis and therapeutic intervention, suggesting that visual-attention training could enhance reading performance in dyslexic students (Caldani et al., 2020). Future research with larger samples and additional metrics is needed to deepen the understanding of reading difficulties in dyslexia.

REFERENCES

Caldani, S., Gerard, C. L., Peyre, H., & Bucci, M. P. (2020). Visual attentional training improves reading capabilities in children with dyslexia: An eye tracker study during a reading task. Brain Sciences, 10(8), 558. https://doi.org/10.3390/brainsci10080558

Joseph, H. S., Liversedge, S. P., Blythe, H. I., White, S. J., & Rayner, K. (2009). Word length and landing position effects during reading in children and adults. Vision Research, 49(16), 2078–2086. https://doi.org/10.1016/j.visres.2009.05.015

Tiadi, A., Gérard, C. L., Peyre, H., Bui-Quoc, E., & Bucci, M. P. (2016). Immaturity of visual fixations in dyslexic children. Frontiers in Human Neuroscience, 10, 58. https://doi.org/10.3389/fnhum.2016.00058