Document Type : Original Articles

Authors

1 Assistant professor. Department of Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran

2 Educational Psychology. Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University

3 student in Educational Psychology. Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.

4 student in Counselling. Faculty of psychology and education, Islamic Azad University Arak Branch, Arak, Iran

10.30476/jrsr.2022.89292.1129

Abstract

Abstract
Background: The aim of study was to investigate the impact of frequency and word length on the eye movements in dyslexic students while they were reading Persian textbooks.
Methods: The method applied to this study was quasi-experimental. The statistical population consisted of both 56 male and female students at first, second, and third grade referring to Learning Disorder Centers of Educational Organization in 2and 10 districts in Tehran. Twenty five of these students with dyslexia were selected using available sampling method (participants included 12 boys and 13 girls who were at second, third, fourth and fifth grade with 6, 8, 8, and 3 students respectively). Eye tracking device, SMI-RED-120Hz, was used for data collection. Multivariate analysis of variance (MANOVA) method was applied to analyze the data. 
Results: There are two significant findings: the effect of words' length on the number of fixation, fixation time, number of regression, as well as the effect of words' frequency on the number of fixation, fixation time, and number of regressions
Conclusion: Frequency and word length on fixation and regression play an important role on the process of reading in dyslexic students.

Keywords