Eye-Tracking in Reading Research
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.
Authors
- Duygun Erol Barkana (ORCID: https://orcid.org/0000-0002-8929-0459)
- Cengiz Acartürk (ORCID: https://orcid.org/0000-0002-5443-6868)
- Izabela Krejtz (ORCID: https://orcid.org/0000-0002-9827-8371)
- Gordana Hržica (ORCID: https://orcid.org/0000-0001-6067-9148)
- Ramunė Kasperẹ (ORCID: https://orcid.org/0000-0003-0782-3758)
- Marta Łockiewicz (ORCID: https://orcid.org/0000-0002-7461-8503)
- Paula Luegi
- Nora Hollenstein (ORCID: https://orcid.org/0000-0001-7936-4170)
- Nazik Dinçtopal Deniz (ORCID: https://orcid.org/0000-0003-0673-1130)
- Dorota Klimek-Jankowska (ORCID: https://orcid.org/0000-0003-3102-1384)
- Kimete Canaj (ORCID: https://orcid.org/0000-0002-2360-7441)
- Kristina Cergol (ORCID: https://orcid.org/0000-0002-5440-0312)
- Timothy C. Papadopoulos (ORCID: https://orcid.org/0000-0002-5541-568X)
- Marija Jozipović (ORCID: https://orcid.org/0000-0001-5193-8259)
- Argyro Fella (ORCID: https://orcid.org/0000-0001-6178-1443)
- Jurgita Motiejūnienė (ORCID: https://orcid.org/0000-0002-4104-1592)
- Belgüzar Nilay Türkan (ORCID: https://orcid.org/0000-0002-3282-9644)
- Funda Yildirim (ORCID: https://orcid.org/0000-0003-4310-809X)
- Magda Leszko
- Ana Matić Škorić
- Aysegul Ozkan
- Marijan Palmovic
- Julia Krebs
- Ekrem Bahçekapılı
Institutions
- Yeditepe University (TR)
- University of Science and Culture (IR)
- Jagiellonian University (PL)
- University of Lisbon (PT)
- Karadeniz Technical University (TR)
- Kaunas University of Technology (LT)
- University of Nicosia (CY)
- University of Zagreb (HR)
- University of Salzburg (AT)
- Başkent University (TR)
- University of Cyprus (CY)
- Uniwersytet SWPS (PL)
- University of Gdańsk (PL)
- University Clinical Center of Kosovo (XK)
- Institute of Psychology (PL)
- Boğaziçi University (TR)
- Pamukkale University (TR)
- Aalborg University (DK)
- University of Twente (NL)
Publication Details
- Journal
- European Psychologist
- Published
- 2026-04-01
- DOI
- https://doi.org/10.1027/1016-9040/a000579
- Primary Topic
- Reading and Literacy Development
- Type
- article
- Field-Weighted Citation Impact
- 0.00