Gaze-based word highlighting boosts reading performance: an eye tracking study in second graders

As reading shifts from paper towards screens, developing readers may benefit from individualised support enabled by digital devices. Using eye tracking data in real-time, we designed a reading support providing similar informational cues as finger-point reading. We tested the effect of dynamically colouring the word under fixation on reading performance. Seventy Danish 2nd graders read aloud a short story both with and without highlighting, while measuring eye movements, pronunciation accuracy, comprehension, and preference. Without highlighting, words were presented in black. With highlighting, black words turned blue, once looked at by the reader. Compared to the non-highlighting condition, reading with highlighting was faster, with shorter fixations, fewer regressions, and reduced re-reading. The improved reading efficiency occurred without compromising pronunciation accuracy or comprehension. Despite more efficient reading with highlighting, participants preferred static black over colour-changing text. Gaze-based word highlighting shows strong potential to enhance reading efficiency in beginner readers.