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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.
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Related Experiment Video

Updated: Nov 12, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Individuals with dyslexia use a different visual sampling strategy to read text.

Léon Franzen^1,2, Zoey Stark³, Aaron P Johnson^3,4,5

¹Department of Psychology, Concordia University, Montréal, Canada. leon.franzen@mail.com.

Scientific Reports

|March 20, 2021

Summary

Adults with dyslexia exhibit slower reading speeds and atypical eye movements, including fixation and saccade patterns. This suggests a more effortful visual sampling process in individuals with dyslexia.

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Assessing Dyslexia at Six Year of Age

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Area of Science:

Neuroscience
Cognitive Psychology
Ophthalmology

Background:

Dyslexia is characterized by reading deficits, including word recognition and decoding difficulties.
Secondary consequences include slow reading speed and impaired text comprehension.
Atypical eye movements during reading suggest underlying oculomotor and cognitive mechanisms warranting investigation.

Purpose of the Study:

To replicate established reading and cognitive processing speed deficits in adults with dyslexia.
To investigate the underlying mechanisms of these deficits by profiling eye movements during reading.
To develop a comprehensive understanding of reading-specific eye movement patterns in adult dyslexia.

Main Methods:

Utilized a validated standardized reading assessment.
Conducted a detailed analysis of eye movements during reading tasks.
Examined various eye movement metrics such as fixation duration, saccade length, and atypical saccade frequency.

Main Results:

Confirmed a significant reading speed deficit in adults with dyslexia.
Observed distinct differences in eye movement patterns, including fixation and saccade metrics.
Identified a higher frequency of atypical saccades during reading in the dyslexia group.

Conclusions:

Individuals with dyslexia demonstrate a laborious and effortful visual sampling of written text.
Reading in dyslexia involves a fundamentally different oculomotor strategy compared to non-dyslexic readers.
Findings suggest a combination of aberrant cognitive linguistic and oculomotor processes contribute to dyslexia.