Reading Patterns in L2 Dyslexic Italian Learners of Chinese: An Eye Tracking Perspective

Abstract

The study investigates the reading patterns of dyslexic learners of Chinese through the lens of eye-tracking technology, focusing on the differences in cognitive processing when engaging with two types of Chinese characters: ideo-phonetic compounds and pictographs.

Dyslexia, a specific learning disorder, significantly impacts reading abilities, leading to challenges in word recognition, spelling, and comprehension. The research aims to enhance understanding of how visual stimuli can aid dyslexic students in learning Chinese, a language characterized by its unique writing system.

The study involved ten Italian university students, including six diagnosed with dyslexia, who participated in a 100-hour online Chinese language course. Eye movements were recorded using a Tobii Pro Spectrum eye tracker, allowing for an analysis of fixation patterns and durations as participants engaged with the characters. The research questions focused on whether the type of character influenced the average number and duration of fixations, and whether there were significant differences in fixation patterns between dyslexic and non-dyslexic readers.

Results indicated that both dyslexic and non-dyslexic participants exhibited longer fixation durations on pictographs compared to ideo-phonetic compounds, suggesting a more complex cognitive processing for pictographic characters. However, contrary to initial hypotheses, dyslexic participants did not demonstrate a greater number of fixations on ideo-phonetic compounds. The findings highlight the importance of understanding character structures and suggest that knowledge of basic character components may be more beneficial for dyslexic learners than visual aids alone.

This research represents a significant step in exploring the intersection of dyslexia and Chinese language acquisition in Italy, providing empirical data that can inform educational strategies tailored for dyslexic students. The study concludes that while visual stimuli can support learning, a deeper understanding of character structures is crucial for improving reading comprehension among dyslexic learners.