Eye-Tracking Technology for Inclusive Assessment of Reading Difficulties in Children and Adolescents with Diverse Neurodevelopmental Profiles: A Systematic Review of Recent Evidence (2021–2026)
TL;DR
Overall, eye tracking may complement inclusive reading assessment, but wider educational use requires stronger standardization, validation, and practical classroom guidance.
Abstract
Reading difficulties are not limited to developmental dyslexia. They can also affect children and adolescents with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), prematurity-related vulnerabilities, broader reading disabilities, and other neurodevelopmental profiles. This systematic review examined how eye-tracking technology has been used to investigate and assess reading difficulties in these groups, with a focus on inclusive assessment, early identification, and individualized support. Following PRISMA 2020, searches were conducted in Scopus, PubMed, and ERIC for studies published between 2021 and 2026. Eligibility criteria were structured using the PICO framework. After deduplication and eligibility screening, 80 reports representing 72 review study-level units met the inclusion criteria. Most focused on developmental dyslexia, although ADHD, ASD, prematurity-related difficulties, broader reading disabilities, and mixed profiles were also represented. Common findings included longer fixation durations, more fixations and regressions, reduced perceptual span, altered scanpaths, and lower reading efficiency. Some studies also used machine learning for screening or classification. Overall, eye tracking may complement inclusive reading assessment, but wider educational use requires stronger standardization, validation, and practical classroom guidance.