The Research

Our method has been developed following 30 years of scientific research looking at how eye movements can offer a unique insight into those complex cognitive processes involved with reading that we can often struggle to understand.

Lexplore’s method is originally based upon data from the Kronoberg project; an entirely unique longitudinal study of reading and writing which began almost 30 years ago at the Karolinska Institute in Stockholm, provider of the Nobel Prize in Medicine and Physiology. As part of the project eye movement recordings were taken for hundreds of children both with and without reading difficulties. Their academic and reading progress was then followed from year 3 to adulthood.

By analysing eye movement patterns from this study combined with additional research from the Dyslexia Project in the Swedish municipalities of Järfälla and Trosa, our researchers and founders Gustaf Öqvist Seimyr and Mattias Nilsson Benfatto were able to show that the statistical models they had developed could accurately predict which students would experience difficulties after as little as 30 seconds of reading. The cumulative results from their work were published in PLoS One (Benfatto et al., 2016).

  Current reading assessments are simply not good enough. When we look at a standard test score in isolation, it tells us a child can’t read. It doesn’t tell us why that child can’t read. Lexplore gives us much more than a simple score or percentile.  

Julie Kirkby – Professor in Psychology at Bournemouth University

For a child with high reading attainment (left), their eyes generally move through a passage of text with short, quick movements, whereas for a child with lower reading attainment (right) their eyes tend to move much slower, and they may fixate upon individual words or regress.

By studying a child’s spontaneous eye movements as they read, our assessment can precisely determine their individual reading attainment by picking up on minor differences in the way their brain’s process text. This also helps identify those experiencing difficulties, such as Dyslexia, at a much earlier stage of their development.

The Technology    The Process Step by Step

Lexplore Testimonials

Bernadette McLean

FORMER PRINCIPAL • THE HELEN ARKELL DYSLEXIA CENTRE

“ If we don’t want struggling readers to lose confidence, we need to radically change how and when we pick up on literacy issues. Current reading assessments are simply not good enough. When we look at a standard test score in isolation, it tells us that a child can’t read. It doesn’t tell us why that child can’t read. Lexplore gives us much more than a simple score or percentile, making it easier for teachers to uncover the potential reasons why a child cannot read. “

” Teachers are already under a huge amount of pressure in the classroom, so it’s imperative to get as much information into their hands as possible about children’s literacy. New developments in AI technology by Lexplore are paving the way for exactly this. By using AI technology to monitor how a child’s eye moves when reading – in a way that’s quick, easy and fun for the child – it’s possible to gain incredibly detailed insight into how his or her brain is processing text at different levels. “

Jayne Mullane

HEADTEACHER • MERSEY VALE PRIMARY SCHOOL

“We have found the results of the screening confirm and back-up other assessments that we carry out in school as well as highlighting some children (particularly girls and those who use coping strategies to present as confident readers) who may have a reading difficulty that has not previously been recognised.

The screening process is quick, straightforward and easy to manage within the normal day-to-day organisation of school. The presentation of results is clear, visual and easily accessible both with regard to whole class/ school outcomes and individual results. We especially like the ability to watch the actual recording of eye-movement whilst hearing the child read aloud.

We are impressed by the privacy of the results which require appropriate security measures to access. The results have enabled us to plan more targeted intervention and adapt quality first teaching to meet the needs of all children.

We are planning to use the results within forthcoming transition meetings between class teachers. Feedback from children was really positive and they are looking forward to the next screening sessions.”