Abstract
The aim of the following article is to present the results of the second part of an eye-tracking study conducted on Polish secondary school students working with a textbook for learning English. Because of the fact that almost every group of school students consists of both dyslexic and non-dyslexic ones and that all of them use the same textbooks, we wanted to examine if we can adjust the textbook for learning English in such a way as to influence (i.e. improve) the way the students work with it. To check it we used a real-existing layout of a textbook page and its changed version and checked how dyslexic and nondyslexic students worked with them.
 In the article we present the eye-tracking parameters for so called areas of interest as well as correctness of the answers which is a nonoculomotor parameter.
Highlights
Despite the fact that modern school student groups are relatively strongly differentiated in terms of special educational needs, all of them use the same textbooks for learning a foreign language, and very often these textbooks do not take into account these special educational needs
One can notice the lack of indepth scientific reflection on the conditions of acquiring knowledge based on textbooks by students with dyslexia
The changes in the layout of set 3 in comparison to set 1 should influence the visual attention of the students. Their aim was to change the layout in such a way as to improve the spread of visual attention in the case of dyslexic students and not to disturb it in the case of non-dyslexic ones
Summary
Despite the fact that modern school student groups are relatively strongly differentiated in terms of special educational needs, all of them use the same textbooks for learning a foreign language, and very often these textbooks do not take into account these special educational needs. The teaching and learning properties of textbooks are subordinated by publishing houses to visual appeal. The effectiveness of textbooks is negatively affected by this situation, and the students using these textbooks suffer, and in particular the students with developmental dyslexia. It does not concern only textbooks for learning English or other languages. One can notice the lack of indepth scientific reflection on the conditions of acquiring knowledge based on textbooks by students with dyslexia
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