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Related Experiment Video

Updated: Dec 21, 2025

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

Relationship Between Eye-Movement Patterns, Cognitive Load, and Reading Ability in Children with Reading

Aya Ozeri-Rotstain¹, Ifaat Shachaf¹, Rola Farah¹

¹Faculty of Biomedical Engineering, Technion - Israel Institute of Technology, Haifa, Israel.

Journal of Psycholinguistic Research

|May 13, 2020

Summary

Children with reading difficulties show increased pupil dilation, indicating executive function challenges during reading. This eye-tracking metric may help adapt learning materials for better reading support.

Keywords:

Children Executive functions Eye movements Reading Reading difficulties

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Last Updated: Dec 21, 2025

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Area of Science:

Neuroscience
Developmental Psychology
Educational Psychology

Background:

Children with reading difficulties (RD) often exhibit executive function (EF) challenges.
While neurobiological evidence exists for EF difficulties in RD, online detection mechanisms are lacking.
Eye-movement tracking offers potential for real-time cognitive load assessment during reading.

Purpose of the Study:

To identify eye-movement patterns, specifically pupil dilation, associated with increased cognitive load in children with RD compared to typical readers.
To explore the relationship between pupil dilation, reading performance, and executive function in children with RD.

Main Methods:

Recorded eye movements (pupil dilation, fixations) in 8-12-year-old children while reading sentences of varying difficulty.
Compared eye-movement patterns between children with RD and typical readers.
Analyzed pupil dilation in relation to reading correctness and phonological awareness.

Main Results:

Children with RD showed significantly greater pupil dilation when reading sentences that made sense and when reading incorrectly, compared to typical readers.
Increased pupil dilation during correct reading in children with RD positively correlated with phonological awareness.
Higher phonological awareness and reading abilities were linked to increased pupil dilation in children with RD during correct reading, suggesting heavier cognitive load.

Conclusions:

Increased pupil dilation during reading may serve as an indicator of executive function challenges in children with RD.
Beyond altered fixation patterns, pupil dilation offers a novel online measure for cognitive load in RD.
Findings suggest potential for adapting digital reading materials based on real-time eye-tracking data to support children with RD.