Eye-Tracking in Reading Research. A Systematic Review of Studies With Children of Varying Reading Ability

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cris.lastimport.scopus2026-05-22T03:14:43Z
dc.abstract.enEye-tracking methods have become a valuable tool for reading research, as they provide significant evidence on the behavioral and cognitive performance of developing readers. They also help identify reading behavior patterns among children with neurodevelopmental conditions, such as reading difficulties (RD) or attention-deficit hyperactivity disorder (ADHD). In this paper, we reviewed relevant literature (73 empirical studies) from 2008 to 2023 (15 years). We documented how reading performance was measured through eye-tracking methodology among typical and atypical readers across various languages. To ensure a rigorous and transparent review, we adhered to the PRISMA framework, defined keywords, established inclusion and exclusion criteria, conducted data extraction, and employed a multi-phase selection process. We focused on research samples, stimulus designs, independent variables, eye-tracking systems, and metrics. The results indicated that research involving typically developing children mainly included participants from primary school and employed various eye-tracking methods, with English being the most studied language. Studies on children with RD and ADHD varied significantly in participants’ sample sizes, languages, and experimental designs. The discussion emphasizes the need for standardized data-collection procedures to enhance the reliability and comparability of findings, thereby supporting the development of effective interventions and instructional methods for reading difficulties.
dc.affiliationInstytut Psychologii
dc.contributor.authorPapadopoulos, Timothy C.
dc.contributor.authorFella, Argyro
dc.contributor.authorAcartürk, Cengiz
dc.contributor.authorBahçekapılı, Ekrem
dc.contributor.authorCanaj, Kimete
dc.contributor.authorCergol, Kristina
dc.contributor.authorDinçtopal Deniz, Nazik
dc.contributor.authorHollenstein, Nora
dc.contributor.authorHržica, Gordana
dc.contributor.authorJozipović, Marija
dc.contributor.authorKasperė, Ramune
dc.contributor.authorKlimek-Jankowska, Dorota
dc.contributor.authorSøndergaard Knudsen, Hanne B.
dc.contributor.authorKrebs, Julia
dc.contributor.authorKrejtz, Izabela
dc.contributor.authorLeszko, Magda
dc.contributor.authorŁockiewicz, Marta
dc.contributor.authorMotiejūnienė, Jurgita
dc.contributor.authorÖzkan, Ayşegül
dc.contributor.authorPalmović, Marijan
dc.contributor.authorLuegi, Paula
dc.contributor.authorMatić Škorić, Ana
dc.contributor.authorNilay Türkan, Belgüzar
dc.contributor.authorYildirim, Funda
dc.contributor.authorErol Barkana, Duygun
dc.date.access2026-04-08
dc.date.accessioned2026-04-08T08:24:25Z
dc.date.available2026-04-08T08:24:25Z
dc.date.created2025-12-21
dc.date.issued2026-03-30
dc.description.abstract<jats:p>Abstract: Eye-tracking methods have become a valuable tool for reading research, as they provide significant evidence on the behavioral and cognitive performance of developing readers. They also help identify reading behavior patterns among children with neurodevelopmental conditions, such as reading difficulties (RD) or attention-deficit hyperactivity disorder (ADHD). In this paper, we reviewed relevant literature (73 empirical studies) from 2008 to 2023 (15 years). We documented how reading performance was measured through eye-tracking methodology among typical and atypical readers across various languages. To ensure a rigorous and transparent review, we adhered to the PRISMA framework, defined keywords, established inclusion and exclusion criteria, conducted data extraction, and employed a multi-phase selection process. We focused on research samples, stimulus designs, independent variables, eye-tracking systems, and metrics. The results indicated that research involving typically developing children mainly included participants from primary school and employed various eye-tracking methods, with English being the most studied language. Studies on children with RD and ADHD varied significantly in participants’ sample sizes, languages, and experimental designs. The discussion emphasizes the need for standardized data-collection procedures to enhance the reliability and comparability of findings, thereby supporting the development of effective interventions and instructional methods for reading difficulties.</jats:p>
dc.description.accesstimeat_publication
dc.description.issue2
dc.description.physical134-168
dc.description.sdgQualityEducation
dc.description.sdgReducedInequalities
dc.description.sdgGoodHealthAndWellBeing
dc.description.versionfinal_published
dc.description.volume31
dc.identifier.doi10.1027/1016-9040/a000579
dc.identifier.eissn1878-531X
dc.identifier.issn1016-9040
dc.identifier.urihttps://share.swps.edu.pl/handle/swps/2288
dc.identifier.weblinkhttps://econtent.hogrefe.com/doi/10.1027/1016-9040/a000579
dc.languageen
dc.pbn.affiliationpsychologia
dc.rightsClosedAccess
dc.rights.explanationzamknięty dostęp
dc.rights.questionNo_rights
dc.share.articleOTHER
dc.subject.eneye-tracking methods
dc.subject.enreview
dc.subject.entypically developing children (TDC)
dc.subject.enreading difficulties (RD)
dc.subject.enstandardized procedures
dc.swps.sciencecloudsend
dc.titleEye-Tracking in Reading Research. A Systematic Review of Studies With Children of Varying Reading Ability
dc.title.journalEuropean Psychologist
dc.typeJournalArticle
dspace.entity.typeArticle