This paper studies the psycholinguistic process of reading based on eye tracking technology, aiming at exploring the cognitive mechanism of language information processing in reading process through high-precision eye movement data. The study recruited 150 subjects, evenly distributed in three age groups: children, adolescents and adults, and further subdivided according to educational background and reading ability. In the experiment, Tobii Pro Spectrum eye tracker was used to accurately record the eye movement data of subjects when reading basic, medium and advanced difficult texts with a sampling frequency of 600 Hz. The results show that age group, educational background, reading ability and text difficulty have significant effects on eye movement behavior. The average fixation time and fixation times of children group are relatively high. With the increase of age and education level, the reading efficiency of teenagers and adults group is significantly improved. When the difficulty of the text increases, the average fixation time and fixation times of all age groups increase, indicating that complex texts need more cognitive efforts. In addition, descriptive texts lead to longer gaze time and more gaze times than narrative texts, reflecting that texts with more information and logic need deeper understanding. ANOVA analysis shows that there are significant differences in eye movement data among age group, reading ability and text difficulty, and there is a significant interaction between age group and text difficulty, while the influence of text type is relatively small. Correlation analysis further reveals the significant correlation between reading ability and eye movement indicators, as well as the relationship between eye movement indicators. Regression analysis shows that the difficulty of text is the most important factor affecting eye movement behavior, followed by reading ability and age group, and the influence of text type is relatively small. This study not only deepens the understanding of the psycholinguistic process of reading, but also provides a scientific basis for the diagnosis of dyslexia, the optimization of reading strategies and the improvement of language teaching methods.