This study aimed to assess the reading cognitive load of dyslexic children using digital cue cards that featured images, colours, and word syllables, across three levels of complexity: low, moderate, and high level of difficulties. The participant pool included 46 Dyslexic Individual Condition (DIC) and 20 Typical Cognitive Normal (TCN) children, aged 6 to 12. Each participant was tested individually in a controlled environment, with a focus on proficiency in Malay. Participants read simple statements with visual aids and completed comprehension assessments. Seven texts were selected from a 100-document collection based on relevance, source, reading level, and visual content, with readability evaluated using the Coh-Metrix 3.0 program. Testing utilized a Tobii T60 eye tracker with 0.5-degree precision and a 60 Hz data rate and monitored participants who sat in adjustable chairs in a quiet, dimly lit room. A 9-point calibration ensured accuracy, with materials presented randomly and followed by verbal comprehension questions. The sessions concluded with a debriefing and survey. Key eye tracking metrics included First Fixation Duration (FFD), Fixation Count (FC), and Time to First Fixation (TFF). The result shows a significant correlation between reading workload and FD. The higher workload given increase fixation duration which differences in reading fluency and attention allocation. Participants rated text difficulty using a Likert scale pre and post questionnaires. The study gathered valuable data on reading behaviors, aiming to enhance understanding and develop targeted interventions for dyslexic readers. These findings contribute to the field of neuroergonomics by elucidating the cognitive workload and eye fixation patterns associated with dyslexia, ultimately aiding the educators, researchers, and technologists to enhance an effective design reading aid.