Skip to main content
. 2021 Apr 25;11(5):539. doi: 10.3390/brainsci11050539

Figure 3.

Figure 3

Reading duration and eye-tracking measures (fixation count, fixation frequency, saccade count, saccade frequency, fixation duration total, fixation duration average) between dyslexic and non-dyslexic children on every background/overlay colour.