Reading disabilities have a profound impact on the academic performance and achievement of children. Although oculomotor pattern abnormalities during reading in children with dyslexia are well known, those in individuals with attention deficit and hyperactive disorders (ADHD) — who also frequently exhibit a reading impairment — remain largely undetermined. The objective of the present study was to evaluate the peculiarities of oculomotor pattern abnormalities during a reading task. An eye-tracker was used to record eye movements in four distinct groups of children with neurodevelopmental disorders: children with dyslexia, children with ADHD with and without comorbid dyslexia, and in a group of typically developing children (TD). Ninety-six children participated in the study (24 children per group, IQ- and age-matched groups). The duration of fixation, the total reading time, and the number of forward and backward saccades were similar in children with dyslexia and ADHD + dyslexia, but were significantly different from those observed in children with ADHD and with TD. Our findings suggest a link between dyslexia and oculomotor reading impairments in both children with dyslexia and children with ADHD + dyslexia, indicating that the oculomotor pattern in children with ADHD without comorbid dyslexia is similar to that observed in TD children. We suggest that an objective eye movement recording during a reading task could help clinicians to better evaluate the possible presence of comorbid dyslexia in children with ADHD. Furthermore, children with ADHD with and without comorbid dyslexia could also have working memory deficiencies. Further studies are needed to confirm this finding.

阅读障碍对儿童的学业成绩和成就有深远的影响。尽管阅读障碍儿童在阅读过程中的眼球运动模式异​​常是众所周知的，但患有注意力缺陷多动障碍 (ADHD) 的人——他们也经常表现出阅读障碍——在很大程度上仍未确定。本研究的目的是评估阅读任务期间动眼神经模式异常的特点。眼动仪用于记录四组不同的神经发育障碍儿童的眼球运动：阅读障碍儿童、多动症伴有和不伴有阅读障碍的儿童，以及一组正常发育的儿童 (TD)。96 名儿童参与了这项研究（每组 24 名儿童，IQ 和年龄匹配组）。阅读障碍和 ADHD + 阅读障碍儿童的注视持续时间、总阅读时间和前后眼跳次数相似，但与 ADHD 和 TD 儿童观察到的显着不同。我们的研究结果表明，患有阅读障碍的儿童和患有 ADHD + 阅读障碍的儿童的阅读障碍和眼动阅读障碍之间存在联系，表明没有共病阅读障碍的 ADHD 儿童的眼动模式与在 TD 儿童中观察到的相似。我们建议在阅读任务期间进行客观的眼球运动记录可以帮助临床医生更好地评估 ADHD 儿童是否可能存在阅读障碍。此外，伴有或不伴有阅读障碍的多动症儿童也可能存在工作记忆缺陷。