Abstract
This study analyzes the eye tracking characteristics associated with the reading ability of elementary school students with learning difficulties by using the LPA(latent profile analysis). A total of 32 elementary school students in S city were classified based on the results of the reading test. Eye tracking characteristics of each latent group were compared and analyzed by measuring the movement of the gaze in the reading fluency and silent word reading test. As a result, LPA identified five subgroups with patterns of strengths and weakness in the reading tests. There was a significant difference in the reading test scores for each latent group. Regarding the eye tracking variables for the latent groups, there was a statistically significant difference between the groups in both the total fixation time and regression in the reading fluency test. In addition, it was confirmed that the number of fixed gazes, the number of regressions, and the number of saccades were significant variables in the classification of the latent group. Based on these results, Implications of these results and suggestions for follow-up studies were discussed.
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