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Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

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Related Experiment Video

Updated: Apr 30, 2026

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

Investigating graph comprehension in students with dyslexia: an eye tracking study.

Sunjung Kim¹, Linda J Lombardino², Wind Cowles³

¹Communication Sciences and Disorders, University of Central Arkansas, United States.

Research in Developmental Disabilities

|April 29, 2014

Summary

College students with developmental dyslexia struggle with graph comprehension, showing slower reaction times and longer eye gaze durations for complex graphs and tasks. This indicates processing challenges with both visual and textual graph elements.

Keywords:

College students Developmental dyslexia Eye tracking Graph comprehension

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Last Updated: Apr 30, 2026

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Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension

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Published on: January 10, 2014

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Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects

Published on: November 30, 2018

Area of Science:

Cognitive Psychology
Neuroscience
Educational Psychology

Background:

Developmental dyslexia is a learning disorder impacting reading.
Graph comprehension is crucial for academic success and data interpretation.
Previous research has not fully explored graph comprehension challenges in dyslexic individuals.

Purpose of the Study:

To investigate graph comprehension differences between college students with and without developmental dyslexia.
To examine the impact of graph types, graphic patterns, and question types on graph comprehension.
To analyze reaction times and eye gaze patterns during graph comprehension tasks.

Main Methods:

Comparison of reaction times and eye gaze metrics between dyslexic and non-dyslexic college students.
Utilized various graph types (line, bar) and question types (locating, comparison).
Measured eye gaze duration on specific graph subregions (axes, pattern, legend, question, answer).

Main Results:

Dyslexic readers exhibited significantly slower graph comprehension than their peers.
Comprehension difficulties increased with graph and task complexity for dyslexic students.
Dyslexic readers spent more time viewing linguistic and non-linguistic graph elements.

Conclusions:

Individuals with developmental dyslexia require more time to process both linguistic and non-linguistic information in graphs.
Findings suggest fundamental processing deficits contribute to graph comprehension difficulties in dyslexia.
Results have implications for developing targeted educational strategies and assistive technologies.