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@proceedings{2297437,
author = {Dostálová, Nicol},
booktitle = {17th International Technology, Education and Development Conference, Valencia, Spain},
doi = {http://dx.doi.org/10.21125/inted.2023.1609},
keywords = {dyslexia, eye tracking, eye movements, reading},
language = {eng},
title = {How do dyslexic children read? Evidence from eye tracking},
year = {2023}
}
TY - CONF
ID - 2297437
AU - Dostálová, Nicol
PY - 2023
TI - How do dyslexic children read? Evidence from eye tracking
KW - dyslexia, eye tracking, eye movements, reading
N2 - Developmental dyslexia is a specific learning disorder manifested by various reading difficulties and text processing. Nowadays, a large amount of information is presented in text form. Reading, which is intensively developed since primary school, is essential. Dyslexia negatively affects children’s vocabulary expansion and further knowledge uptake. Reading is related to eye movements, which differ in children with dyslexia. For these reasons, it is necessary to start early diagnostics, but eye movement measurement is not included. The analysis of eye movements can bring new knowledge to the diagnostics and consequent therapy of dyslexia. Based on this theoretical background, we realized a pilot study which consisted of a loud reading task adjusted for children in the 4th grade in elementary school (dyslexic readers and intact readers). Based on previous research in this field, we expect significant differences in the saccades and fixation parameters, such as saccadic amplitude, number of saccades and regressions, number of fixations and fixation duration. The main aim of this paper is to present preliminary results from a pilot study which consisted of a short loud reading task. Our conclusions can bring new knowledge for teachers and practitioners in the field of dyslexia children's education.
ER -
DOSTÁLOVÁ, Nicol. How do dyslexic children read? Evidence from eye tracking. In \textit{17th International Technology, Education and Development Conference, Valencia, Spain}. 2023. Dostupné z: https://dx.doi.org/10.21125/inted.2023.1609.
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