The Developmental Eye Movement Test as a Screening Tool for Reading Difficulties: Insights From a Large-Scale Study in French Schoolchildren

<b>Background:</b> Efficient visual information processing and cognitive control of saccadic eye movements are critical for reading acquisition in early school. Identifying children at risk of reading difficulties requires reliable assessment tools that can be implemented on a large scale. The Developmental Eye Movement (DEM) test provides an indirect measure of the efficiency of visuo-attentional processes related to eye movements in a simulated reading task. <b>Purpose, Research Design, and Study Sample:</b> To support its use as a screening tool, we conducted a normative validation of the DEM-test in a large, unselected cohort of 1,059 French school-aged children (6-11 years old). <b>Data Collection and Analysis:</b> Age- and grade-specific norms (means and percentile ranks) were established for vertical time, adjusted horizontal time, and error rates. Additionally, we examined its sensitivity to reading difficulties in 46 poor readers and 56 dyslexic children. <b>Results:</b> The results showed a significant developmental progression for all DEM-test indices across age groups, a correlation between DEM-test scores and reading performance (measured by the Alouette test), and significant differences between French, American, and Italian normative data, confirming the influence of language on DEM-test performance. Our findings also revealed a high prevalence of visuo-attentional deficits in poor readers and children with dyslexia. Moreover, the DEM test demonstrated high sensitivity in identifying children at risk of reading difficulties, whether due to a specific reading disorder or a general reading delay. <b>Conclusions:</b> This study provides French-specific normative data for the DEM-test and highlights its potential for large-scale implementation in educational settings. Our findings support using the DEM-test as a quick, non-invasive, and early screening tool to detect reading problems at their onset. By facilitating early identification, this proactive approach could help reduce educational inequalities and guide public health and education policies.