Volume/Issue :

Article type :

Original articles

Page No :

98-112

Abstract :

Students diagnosed with dyslexia often encounter difficulties when engaging with instructional content designed for neurotypical learners, particularly in the field of science education. Contemporary educational materials enriched with seductive details are intended to capture students’ attention and increase engagement. However, for students with dyslexia, such enhancements can hinder the learning process. While methods for identifying special educational needs are becoming more sophisticated, there remains a lack of research on diagnostics based on modern technologies. The aim of this study is to evaluate the science text reading strategies of a student with dyslexia using the eye-tracking platform “RealEye” and to compare them with those of a neurotypical student. The case analysis revealed clear differences in information processing approaches between the two students. The participant with dyslexia exhibited longer and more frequent eye fixations—visible in heatmaps—more frequent regressions (returns to previously read text), and experienced greater difficulty in efficiently processing information. Additional elements of the learning material (image, infographic, highlighted text) often imposed an extra cognitive load on the student with dyslexia, whereas for the neurotypical student, they facilitated more effective text navigation. The findings confirm the value of eye-tracking technology in assessing and adapting individualized instructional strategies in science education.

Keywords :

reading disorder, science education, eye-tracking technology, cognitive load

References :

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Cite as :

Raudoniūtė, A. (2025). Gamtamokslinis disleksiją turinčių mokinių ugdymas: skaitymo strategijų vertinimas, taikant žvilgsnio sekimo technologiją [Science education for students with dyslexia: Assessing reading strategies using eye-tracking technology]. Gamtamokslinis ugdymas bendrojo ugdymo mokykloje / Natural Science Education in a Comprehensive School, 31, 98–112. https://doi.org/10.48127/gu/25.31.98