The article presents the results of the second part of an eye-tracking study conducted on Polish secondary school students working with a textbook for learning English. 20 dyslexic and 20 non- dyslexic school students worked with two sets of materials that had different graphic layouts but the same content. Their eye movements were recorded. The analysed data show that the arrangement of the material and images on the textbook page influence both the way the students (especially dyslexic ones) work with the book and their results.