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Eye-Gaze Training Does Not Impact Performance on a Nonverbal Test of Reading Abilities for Children with Special Educational Needs

SHARON ARNOLD, Phil Reed Orcid Logo

Journal of Developmental and Physical Disabilities, Volume: 37, Issue: 6, Pages: 947 - 960

Swansea University Authors: SHARON ARNOLD, Phil Reed Orcid Logo

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DOI (Published version): 10.1007/s10882-024-09996-y

Abstract

Many individuals in special education have difficulty with language, and little is known about their reading abilities due to challenges presented for assessment. A nonverbal word recognition test based was developed by Measuring the word recognition abilities of children who are (2019), which prove...

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Published in: Journal of Developmental and Physical Disabilities
ISSN: 1056-263X 1573-3580
Published: Springer Nature 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa68076
first_indexed 2024-10-28T10:22:48Z
last_indexed 2026-01-23T06:43:50Z
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spelling 2026-01-22T15:48:32.8695950 v2 68076 2024-10-28 Eye-Gaze Training Does Not Impact Performance on a Nonverbal Test of Reading Abilities for Children with Special Educational Needs 13533e53e4afc114b3d52ce7a66b9c18 SHARON ARNOLD SHARON ARNOLD true false 100599ab189b514fdf99f9b4cb477a83 0000-0002-8157-0747 Phil Reed Phil Reed true false 2024-10-28 Many individuals in special education have difficulty with language, and little is known about their reading abilities due to challenges presented for assessment. A nonverbal word recognition test based was developed by Measuring the word recognition abilities of children who are (2019), which proved more sensitive than traditional reading tests. The current Experiment 1 replicated that result for children in special education, and noted that the modified reading test was especially sensitive for those who do not score well in traditional versions of reading and language assessments. However, removing the motor response required by the digitised response, in favour of using eye-tracking responses, did not aid assessment of reading performance. Experiment 2 tested the notion that it could be that participants unfamiliar with use of eye gaze tracking facilities may not respond well to such a test. Reading scores for two groups of pupils in special education were compared: a group who took part in ‘primer activities’ designed to encourage familiarity with eye gaze tracking, and a group who received no such intervention. There was no impact of eye gaze training on the results of the eye-gaze modulated modified nonverbal reading test, suggesting that manual responses are the most effective way of assessing word recognition. Journal Article Journal of Developmental and Physical Disabilities 37 6 947 960 Springer Nature 1056-263X 1573-3580 Reading; Nonverbal; Special needs 1 12 2025 2025-12-01 10.1007/s10882-024-09996-y COLLEGE NANME COLLEGE CODE Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2026-01-22T15:48:32.8695950 2024-10-28T10:20:43.4575549 Faculty of Medicine, Health and Life Sciences School of Psychology SHARON ARNOLD 1 Phil Reed 0000-0002-8157-0747 2 68076__33122__f604d3c5936e4c39b6ae1bc05abc9742.pdf 68076.VoR.pdf 2024-12-12T15:41:27.4141407 Output 971971 application/pdf Version of Record true © The Author(s) 2024. This article is licensed under a Creative Commons Attribution 4.0 International License. true eng http://creativecommons.org/licenses/by/4.0/
title Eye-Gaze Training Does Not Impact Performance on a Nonverbal Test of Reading Abilities for Children with Special Educational Needs
spellingShingle Eye-Gaze Training Does Not Impact Performance on a Nonverbal Test of Reading Abilities for Children with Special Educational Needs
SHARON ARNOLD
Phil Reed
title_short Eye-Gaze Training Does Not Impact Performance on a Nonverbal Test of Reading Abilities for Children with Special Educational Needs
title_full Eye-Gaze Training Does Not Impact Performance on a Nonverbal Test of Reading Abilities for Children with Special Educational Needs
title_fullStr Eye-Gaze Training Does Not Impact Performance on a Nonverbal Test of Reading Abilities for Children with Special Educational Needs
title_full_unstemmed Eye-Gaze Training Does Not Impact Performance on a Nonverbal Test of Reading Abilities for Children with Special Educational Needs
title_sort Eye-Gaze Training Does Not Impact Performance on a Nonverbal Test of Reading Abilities for Children with Special Educational Needs
author_id_str_mv 13533e53e4afc114b3d52ce7a66b9c18
100599ab189b514fdf99f9b4cb477a83
author_id_fullname_str_mv 13533e53e4afc114b3d52ce7a66b9c18_***_SHARON ARNOLD
100599ab189b514fdf99f9b4cb477a83_***_Phil Reed
author SHARON ARNOLD
Phil Reed
author2 SHARON ARNOLD
Phil Reed
format Journal article
container_title Journal of Developmental and Physical Disabilities
container_volume 37
container_issue 6
container_start_page 947
publishDate 2025
institution Swansea University
issn 1056-263X
1573-3580
doi_str_mv 10.1007/s10882-024-09996-y
publisher Springer Nature
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
document_store_str 1
active_str 0
description Many individuals in special education have difficulty with language, and little is known about their reading abilities due to challenges presented for assessment. A nonverbal word recognition test based was developed by Measuring the word recognition abilities of children who are (2019), which proved more sensitive than traditional reading tests. The current Experiment 1 replicated that result for children in special education, and noted that the modified reading test was especially sensitive for those who do not score well in traditional versions of reading and language assessments. However, removing the motor response required by the digitised response, in favour of using eye-tracking responses, did not aid assessment of reading performance. Experiment 2 tested the notion that it could be that participants unfamiliar with use of eye gaze tracking facilities may not respond well to such a test. Reading scores for two groups of pupils in special education were compared: a group who took part in ‘primer activities’ designed to encourage familiarity with eye gaze tracking, and a group who received no such intervention. There was no impact of eye gaze training on the results of the eye-gaze modulated modified nonverbal reading test, suggesting that manual responses are the most effective way of assessing word recognition.
published_date 2025-12-01T05:25:24Z
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score 11.096068

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