ArticleJournal of eye movement research2022
Effects of word length and word frequency among dyslexic, ADHD-I and typical readers.
Article in Journal of eye movement research, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed, 10 citations in OpenAlex.
- Eye Movements of French Dyslexic Adults While Reading Texts: Evidence of Word Length, Lexical Frequency, Consistency and Grammatical Category.Brain sciences · 2025Article
- How Do Stress Situations Affect Higher-Level Text Processing in L1 and L2 Readers? An Eye-Tracking Study.Journal of eye movement research · 2025Article
- The underlying neuropsychological and neural correlates of the impaired Chinese reading skills in children with attention deficit hyperactivity disorder.European child & adolescent psychiatry · 2024Article
- The Role of Format Familiarity and Word Frequency in Chinese Reading.Journal of eye movement research · 2023Article
- Integrating Cognitive Factors and Eye Movement Data in Reading Predictive Models for Children with Dyslexia and ADHD-I.Journal of eye movement research · 2023Article
Corrections and comments
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Authors and funding
3 authors at 2 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study aimed to investigate the neuropsycholinguistic functioning of children with Developmental Dyslexia (DD) and Attention-Deficit/Hyperactivity Disorder - inattentive subtype (ADHD-I) in a reading task. The psycholinguistic profile of both groups was assessed using a battery of neuropsychological and linguistic tests and compared to typical readers. Participants were submitted to a silent reading task with lexical manipulation of the text. Eye movements were recorded and compared aiming to find cognitive processes involved in reading that could help differentiate groups. The study examined whether word-frequency and word-length effects distinguish between groups. Participants included 19 typical readers, 21 children diagnosed with ADHD-I and 19 children with DD. All participants were attending 4
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.