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.
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