Pictures or texts: Eye gazing patterns of preschoolers with ASD in picture book reading / Huilin LUO in Research in Autism, 137 (September 2026)  

Public ISBD [article]  inResearch in Autism > 137 (September 2026) . - 202990 Titre : Pictures or texts: Eye gazing patterns of preschoolers with ASD in picture book reading Type de document : texte imprimé Auteurs : Huilin LUO, Auteur ; Xinyue PENG, Auteur ; Jie SUN, Auteur ; Jing ZHAO, Auteur Article en page(s) : 202990 Langues : Anglais (eng) Mots-clés : Children with ASD  Eye-tracking  Picture book reading  Orthographic awareness Index. décimale : PER Périodiques Résumé : This study aimed to compare the eye-gazing patterns of children with autism spectrum disorder (ASD) during picture book reading, based on their distinct reading profiles. Eighty-one children with ASD were divided into three groups based on reading assessments: ASD with imbalanced reading profile (high word reading but low comprehension; n = 32), ASD with average reading profile (n = 25), and ASD with low reading profile (n = 24). A control group of 32 TD children was matched on age and Chinese orthographic symbols (i.e., character) recognition to the imbalanced and average reading profiles groups. Eye-tracking was used to measure fixation duration, fixation numbers, and fixation density on pictures and texts while participants read a picture book under three orthographic symbol conditions: common, rare, and foreign characters. Children with ASD and imbalanced reading profiles demonstrated statistically significantly longer fixation duration on text and shorter fixations on pictures compared to all other groups (ASD average, ASD low, and TD). All children exhibited similar fixation durations, fixation numbers, and fixation densities for rare and common characters but had fewer fixations on foreign characters. The findings underscore the critical importance of subgrouping children with ASD by their reading profiles in research, as their cognitive-linguistic profiles significantly influence visual attention during reading. The results highlight the role of orthographic awareness in character recognition and suggest that imbalanced reading profiles in ASD are characterized by a unique visual attention preference for text over contextual images. En ligne : https://doi.org/10.1016/j.reia.2026.202990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Pictures or texts: Eye gazing patterns of preschoolers with ASD in picture book reading [texte imprimé] / Huilin LUO, Auteur ; Xinyue PENG, Auteur ; Jie SUN, Auteur ; Jing ZHAO, Auteur . - 202990. Langues : Anglais (eng) in Research in Autism > 137 (September 2026) . - 202990 Mots-clés : Children with ASD  Eye-tracking  Picture book reading  Orthographic awareness Index. décimale : PER Périodiques Résumé : This study aimed to compare the eye-gazing patterns of children with autism spectrum disorder (ASD) during picture book reading, based on their distinct reading profiles. Eighty-one children with ASD were divided into three groups based on reading assessments: ASD with imbalanced reading profile (high word reading but low comprehension; n = 32), ASD with average reading profile (n = 25), and ASD with low reading profile (n = 24). A control group of 32 TD children was matched on age and Chinese orthographic symbols (i.e., character) recognition to the imbalanced and average reading profiles groups. Eye-tracking was used to measure fixation duration, fixation numbers, and fixation density on pictures and texts while participants read a picture book under three orthographic symbol conditions: common, rare, and foreign characters. Children with ASD and imbalanced reading profiles demonstrated statistically significantly longer fixation duration on text and shorter fixations on pictures compared to all other groups (ASD average, ASD low, and TD). All children exhibited similar fixation durations, fixation numbers, and fixation densities for rare and common characters but had fewer fixations on foreign characters. The findings underscore the critical importance of subgrouping children with ASD by their reading profiles in research, as their cognitive-linguistic profiles significantly influence visual attention during reading. The results highlight the role of orthographic awareness in character recognition and suggest that imbalanced reading profiles in ASD are characterized by a unique visual attention preference for text over contextual images. En ligne : https://doi.org/10.1016/j.reia.2026.202990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

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